Post on 03-Jan-2016
description
transcript
What are you doingWhat are you doingto improve instruction?to improve instruction?
~ 5 Essentials ~ ~ 5 Essentials ~ Organizing Student LearningOrganizing Student Learning
InstructionNote takingHomeworkTest PreparationAssessment
Organizing Student Learning
Answering the Question:Answering the Question:
What are you doing to help my
child learn?
Rules in MathematicsRules in Mathematics
Don’t make sense!
Good News!Good News!
Teachers are already employing many of the best practices needed to increase student achievement.
Best practicesBest practices
Note takingHomeworkTests
Components of an Effective LessonComponents of an Effective Lesson Before presenting a lesson, refer to the assessment blueprint for
the unit.
Introduction
Daily Reviews
Daily Objective
Concept and Skill Development and Application
Guided / Independent / Group Practice
Homework Assignments
Closure
Long-Term Memory Review
Build on Strengths
What’s needed?What’s needed?
Refinement & Reinforcement of those practices.
Build Trust & ConfidenceBuild Trust & Confidence
Students will work for teachers for no other reason than loyalty.
Law of Reciprocity
Increasing Student Increasing Student AchievementAchievement
No simple answer-
what works is work
It’s about you!!!It’s about you!!!
You cannot and should not depend on products, programs or services to address the needs of your student population, close the
achievement gap or increase student achievement.
Actions follow beliefsActions follow beliefs
10 simple 2-letter words
If it is to be, it is up to me
2 Standards2 Standards
My Kid
Common Sense
LearningLearning
Students learn best when they are given feedback on their performance and praised for doing things well
Student-Teacher RelationshipsStudent-Teacher Relationships
1. Treat your students the way you want your own children treated.
2. Build success on success.
3. Talk to your students. Be friendly.
4. Talk positively to your students about their opportunity to be successful.
5. Call home early with information and good news.
6. Make testing as much a reflection of your instruction as their studying.
7. Teach your students how to study effectively and efficiently (visual, audio, kinesthetic, concentration time).
8. Tell them you like them.
9. Go over expectations explicitly and give examples.
10. Build trust, make sure they know you are there for them by telling them you are.
11. Tell them you want them to succeed.
12. Continually answer the question; “What am I doing to help my students learn?”
Success on SuccessSuccess on Success
Success on Success– Teach students how to learn effectively and
efficiently.auditoryvisualkinesthetic
Concentration times
StudyingStudying
Reading Thinking Reflecting Organizing Writing
Analyzing Visualizing Reviewing Remembering Recalling
Expectation - GoalsExpectation - Goals
Being the best!
What does it take to be the best?
What are you willing to do?
Math WarsMath Wars
It’s not traditionalist vs. constructivist, students need to get the whole picture.
BalanceBalance
Vocabulary & Notation
Concept Development & Linkage
Memorization of Important Facts & Procedure
Applications
Appropriate Use of Technology
Balance in mathematics has been defined as:
Balance should be reflected in assessments and in the delivery of instruction.
Vocabulary & NotationVocabulary & Notation
There is no more single important factor that effects student achievement than vocabulary and notation
VocabularyVocabulary
Find the degree of
4x2y3x5
VocabularyVocabulary
Best Bet?
– Bet AProbability of winning is 3/5
– Bet BOdds of winning 3 to 5
Language AcquisitionLanguage Acquisition
Double meanings
areavolumeoperationpowermeanfeetproduct
1st Essential - Instruction1st Essential - Instruction
Time on TaskTime on TaskStake and local school districts usually determine the classroom time available to teachers and students. However, regardless of the quantity of time allocated to classroom instruction, it is the classroom teacher and school administrator who determine the effectiveness of the time allotted.
According to a survey conducted by the American Association of School Administrators, teachers identify student discipline as the single greatest factor that decreases time on task in the classroom. Generally, teachers with well-managed classrooms, have fewer disciplinary problems. These classrooms typically have teachers who have established rules and procedures are in the classroom when the students arrive, and begin class promptly. They reduce the “wear and tear” on themselves and students by establishing procedures for make-up work, they arrange their room to accommodate their teaching philosophy and style, and they develop routines that increase overall efficiency. The benefits of establishing these classroom procedures and routines become apparent as the total time on task approaches the allocated time.
When teachers begin class immediately, students view them as better prepared, more organized and systematic in instruction, and better able to explain the material. Students also see these teachers as better classroom managers, friendlier, less punitive, more consistent and predictable, and as one who values student learning.
Routines like beginning class immediately, reviewing recently taught material, orally reciting new material, having students take notes, and ending the class by reviewing important definitions, formulas, algorithms, and the daily objective keep students engaged and on task. Quality time on task is not a “silver bullet” that can cure all the problems facing education. However, it can play an important role in increasing student
achievement.
Content - InstructionContent - Instruction
What you teach affects student achievement
How you teach it affects student achievement
SubtractionSubtraction
5 – 1 15 – 6 8 – 8 14 – 6
13 – 5 9 – 2 15 – 9 7 – 1
14 – 5 16 – 9 4 – 4 10 – 4
6 –2 12 – 4 10 – 3 6 – 3
When will I ever use this?When will I ever use this?
Pythagorean Theorem
Parabola
Circumference
Knowledge, Interest, & EnthusiasmKnowledge, Interest, & Enthusiasm
Use simple straight forward Use simple straight forward examples that clarify what you examples that clarify what you
are teaching. are teaching.
Do not get bogged down in Do not get bogged down in arithmetic.arithmetic.
MultiplicationMultiplication
by 11
by 25
Leading the departmentLeading the department
Leaders make sure all department members know what and how material is assessed and what a good answer looks like.
Leaders make sure all members teach and assess the standards on high-stakes tests.
Different Ways to Measure theDifferent Ways to Measure the
Same Standard
Finding Measures of Central TendencyFinding Measures of Central Tendency 1. Find the mean of the following data: 78, 74, 81, 83,
and 82.
2. In Ted’s class of thirty students, the average on the math exam was 80. Andrew’s class of twenty students had an average 90. What was the mean of the two classes combined?
3. Ted’s bowling scores last week were 85, 89, and 101. What score would he have to make on his next game to have a mean of 105?
Finding Measures of Central TendencyFinding Measures of Central Tendency
0
1
2
3
4
5
70 80 90 100
Scores
Frequency
4. One of your students was absent on the day of the test. The class average for the 24 students present was 75%. After the other student took the test, the mean increased to 76%. What was the last student’s score on the test?
5. Use the graph to find the mean.
I can’t teach __________ I can’t teach __________ because my kids don’t know because my kids don’t know __________________________
Show them how - LinkageShow them how - Linkage
Introduce new concepts using familiar language
Review and reinforceCompare and contrastTeach in a different context
Add / Subtract
Rational Expressions
1
+
3
12
26
56
36
+
1+
312
=56
1+
415
=920
1+
314
=712
1+
315
=815
2+
315
=1315
3+
1023
=2930
3+
415
=
20+
4135
=19
A+
BCD
=AD + BC
BD
A C +
B D=
BD
2+
X3Y
=
XY
2+
X3Y
=2Y + 3X
XY
3+
x-12
x+3=
(x-1)(x+3)
3+
x-12
x+3=
(x-1)(x+3)
3(x+3) + 2(x-1)
+ Polynomials
6 7 2 = 6(100) + 7(10) + 2(1)
6 10 + 7 10 + 22
6 n + 7 n + 22
6x + 7x + 22
5 3 2 + 3 4 1 =
8 7 3
(5 +3)(100)
+(2 + 1)(1) =+ (3 + 4)(10)
(8)(100) + (3)(1) =+ (7)(10)
(800) + (3) =+ (70)
213 =
9 8 7
(4 +3+2)(100) + (2+2+3)(1) =+ (1+6+1)(10)
(9)(100)
(900)
+362412 +
(7)(1) =+(8)(10)+
(80)+ (7) =+
123 + 271 =
8 9 6
(1 +5+2)(100) + (3+2+1)(1) =+ (2+0+7)(10)
(8)(100)
(800)
502+
(6)(1) =+(9)(10)+
(90)+ (6) =+
Addition - Left to RightAddition - Left to Right
(5x + 3x + 2) + (3x + 4x + 1)2 2
= 8x + 7x + 32
5 3 2 + 3 4 1 = 8 7 3
(5x + 3x ) + (3x + 4x) + (2 + 1)2 2
Relations & Functions
Functions
Special relation in which no
2 ordered pairs have the
same 1st element.
Menu
Hamburger ……….4
Hotdog ……………3
Sandwich …………5
00
00
00
400(H, ) (Hd, ) (S, )300 500
H, Hd, S,400 300 500
400H, Hd,( S), 300 500
.501,
2,
3,
100
150
.50(1, )
(2, )
(3, )
(10, ? )
100
150
Cold Drinks
.501,
2,
3,
100
150
.50(1, )
(2, )
(3, )
(10, ? )
100
150
C = n x .50 = .50n or
y = x12
50(1, )
(4, )200
100(2, ) 150(3, )
175(4, )
Basic Facts & ProceduresBasic Facts & Procedures
Stopping to remember basic facts interrupts the flow of thought, which negatively impacts learning.
MemorizationMemorization
Memorizing can help students absorb and retain information on which understanding and critical thought are based.
The more sophisticated mental operations of analysis, synthesis, and evaluation are impossible without rapid and accurate recall of bodies of specific knowledge.
It is my job to teach:It is my job to teach:
Reading
Writing
ReadingReading
Assign readingExplicitly introduce vocabulary & notationPreview readingConnect readingCheck understanding of readingCorrect their understandingUse paper & pencil
WritingWriting
Definitions Procedures Linkages Applications Compare & contrast Describe what they understand Describe difficulty experienced Summarize Explain
Problem SolvingProblem Solving
Go back to definition Look for a pattern Make a table or list Draw a picture Guess & Check
Examine a simpler case
Examine a related problem
Identify a sub-goal Write an equation Work backward
2nd Essential - Note taking2nd Essential - Note taking
Researchers - #1 Memory Aid - Writing it Down
Complete homework assignment
Prepare for unit test
Prepare for high-stakes tests
Note TakingNote Taking
Rules and examples
TitleDate ObjectiveVocabulary & NotationPattern DevelopmentRuleExamplesVariation
Oral RecitationOral Recitation
Language Acquisition
Teaches students how to learn
Embeds in short tem memory
Classroom Oral RecitationClassroom Oral Recitation
Procedure – Adding/Subtracting Fractions
1. Find a common denominator
2. Make equivalent fractions
3. Add/Subtract numerators
4. Bring down denominator
5. Reduce
Classroom Oral RecitationClassroom Oral Recitation
Quadratic Formula
2 4
2
b b acx
a
− ± −=
PracticePractice
Guided
Group
Independent
3rd Essential - Homework3rd Essential - Homework
HomeworkHomework
Homework should reflect what you say you value.
– Vocabulary & Notation– Conceptual understanding & Linkage– Basic Facts & Procedures
HomeworkHomework
Page 270, 1–32 odd
HomeworkHomework
Read Sec. 9.4 - Expressions involving logarithms
Define logarithmWrite a procedure for converting logarithms to
exponentialsExplain why when multiplying log with the
same base, you add the logs log (AB) = logA + logB
Page 270 1 – 33 multiples of 3
HomeworkHomework
Read Sec 9.4 - Adding FractionsDefine FractionDraw a model for adding fractionsWrite a procedure for adding fractionsExplain the link between adding fractions
and decimalsPage 270, 1 –33 multiples of 3
ReviewsReviews
Recently taught material
Long term review
Student Assessment
What do your students know?
How do you know they know it?
Assessing Student Work
1+
413
=712
5+
247
18= 18
24=
34
CD = 72
18 x 4
24 x 3
= 72
= 72
Reducing Method
18/24 = 3/4
1824
=34
5=
241572
7=
182872
+
4372
4th Essential- Test Preparation4th Essential- Test Preparation
Test what you say you value:
Instruction – Assessment – Balance
Cumulative Questions
Practice Tests - Parallel construction
Setting a Date
Memory AidsMemory Aids
Help your students remember
5th Essential - Tests5th Essential - Tests
Form A ~ Form B
Organizing Student LearningOrganizing Student Learning
Making the connection -Instruction to
Note taking toHomework to
Test Preparation toTests
Organizing Student LearningOrganizing Student Learning
Helps students focus and study more effectively and efficiently resulting in increased student achievement
Next stepsNext steps
What are you willing to do to increase student achievement?
– Address linkage/concept development– Address student notes– Address homework assignments– Address test preparation– Look at yourself
Why Teacher Expectancies???Why Teacher Expectancies???Concept Development
• Not a matter of if they are going to forget, it is a matter of when
• Understanding and ability to reconstruct information
• Test preparation; different was of measuring the “mean”
• Triangle Sum Theorem / Pythagorean Theorem
Linkage
• Provides an opportunity to make students more comfortable, review & reinforce
• Slope, distance formula to Pythagorean Theorem, Equation of a Circle
Reviews
• 1st - short term knowledge, recently taught material
• 2nd – long term knowledge, address mastery, student deficiencies, high stakes tests – not necessarily part of that year’s curriculum, but based on student knowledge
Why Teacher Expectancies???Why Teacher Expectancies???
Homework
• Homework should reflect what is valued, vocabulary and notation, important facts, procedures, open-ended questions on concept development
• Guided practice
• Reading – introduce vocabulary words, preview reading, relate to previous knowledge, retell the reading, summarize reading assignment
Testing
• Make testing a reflection of your teaching
• Test what you value as in homework
• Ask questions with the same formality they are asked on high-stakes tests – avoid the disconnect
Why Teacher Expectancies???Why Teacher Expectancies???Note Taking
• Number one memory aide – writing it down
• Helps students complete their homework
• Foundation for test preparation
• Teachers should be very prescriptive and directive
Oral Recitation
• Imbeds information in short term memory
Improving Student Grades
• Use simple, straight-forward examples that do not bog students down in arithmetic – focus on concepts being taught
• Teach the big idea
• Use practice tests
Improving Students’ AchievementImproving Students’ Achievement
• State the day’s objective, teach it, and then tell them what you taught the and what they should have learned when you close the lesson – closure.
• Develop concepts. Teach to the big ideas.
• Link concepts to previously learned material and and/or real-world experiences.
Have a positive attitude – build success on success.
Treat students the same way you want your own children treated.Try these strategies:
• Use, simple, straightforward examples that clarify what is being taught.
• Use numbers in examples that allow students to focus on the concept and don’t bog students down in arithmetic.
Improving Students’ AchievementImproving Students’ Achievement
• Incorporate guided practice to monitor student learning before assigning homework.
• Use practice tests to prepare students for unit tests. In first yea algebra, use multiple test versions.
• Tell students how you personally remembered (learned) important information.
Try these strategies (continued):
• Use choral recitation to imbed information in short-term memory.
• Require students to take notes and keep notebooks.
• Require student reading as part of the daily assignment
• Require students to write about what they have learned.
• Use the second review period to reinforce long-term knowledge and address student deficiencies.
Questions for the departmentQuestions for the department
What does the data look like?What are the root causes and contributing
factors of the data results?Do all department members know what
and how material is assessed and what a good answer looks like?
Do all members teach and assess the standards on high-stakes tests?
QuestionsQuestions
How does the department monitor individual student progress on standards?
How does staff intervene with students not meeting proficiency?
What are the department’s most commonly used interventions for students not achieving?
How successful are those interventions?
PlanPlan
– Specific
– Measurable
– Achievable
– Relevant
– Timely