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CKEC ISLN January 2013Math Network
Update
Debbie WaggonerCKEC Math Specialist
debbiewaggoner-ckecmath.weebly.com
Six INSTRUCTIONAL Shifts in Mathematics
1. Focus:significantly narrow and deepen the scope of how time and energy is spent in the mathematics classroom
2. Coherence: each standard is not a new event but an extension of previous learning
3. Fluency: speed and accuracy with simple calculations – occurs after deep conceptual understanding
4. Deep Understanding: more than “how to get the answer” - instead support students’ ability to access concepts from a number of perspectives
5. Applications: apply mathematics concepts in real-world situations and choose the appropriate concept for application(s) even when not prompted to do so
6. Dual Intensity: Students are practicing and understanding - there is more balance between these two things in the classroom
Work through this 25% Sale task.Is this a good task? Why, or why not?
Packet pg1
7.RP: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Progressions
Deconstructions
Standards for Math Practice
Content– Vocabulary & Interpretation
Rigor– DOK/ Bloom’s
A process to be conducted in your PLCs
Reveal Misconceptions
What criteria would you use to “score” this task?
--Divide up the 5 samples of student work and use the rubric to score the work.
--Discuss how you scored the samples at your table.Task 25pc_sale_task.pdfScoring Rubric 25pc_sale_rubric.pdf Student Work – unscored 25pc_sale_un.pdfStudent Work – scored 25pc_sale_sc.pdf
http://map.mathshell.org/materials/tasks.php
--What did you learn about how kids think about this mathematics?--What did you learn about differences in scoring accuracy? --How does analyzing & scoring student work from high level tasks enhance teacher expectations?
DOK?Verbs/Bloom’s
Artifact(s)
Observation
Standard(s)? Target(s)?Standard consistent vocabulary?
Artifact(s)
Students engage in content at appropriate level
Artifact(s):assessment, lesson plan, activity, etc.
Artifact(s)
The work The work of PLCs…of PLCs…
10
Packet pg2
Find Short Cycle Tasks – MAP Mathshell siteInside MathematicsIllustrative MathematicsBalanced Assessment
Less structured requiring strategic problem solving skills as well as content knowledge.
http://map.mathshell.org/materials/tasks.phphttp://insidemathematics.org/index.php/mathematical-content-standards
Packet pg4
Packet pg7
VIDEO - Why you need to Fail http://youtu.be/HhxcFGuKOys
Packet pg9-10
Packet p11
What are your TRUE COLORS?
http://www.truecolorscareer.com/quiz.asp
Mastery - GOLD
Understanding - GREEN Self-Expressive - BLUE
Interpersonal - ORANGE
Mastery - GOLD
Understanding - GREEN
Self-Expressive - BLUE
Interpersonal - ORANGE
35%
35%
10% 20%
12%
65% 1%
22%
Percent of OVERALL Learners with each preference:
Percent of At-RISK Learners
with each preference:
Implications for RTI?
Which learners do you think have more success in
school? WHY?
Packet pg13
Packet pg12
With Jaws your first act looks something like:
With math, your first act looks something like this:
Act One - Introduce the central conflict of your story/task clearly, visually, viscerally, using as few words as possible.
The Three Acts Of A Mathematical Story by Dan Meyer Packet pg14
With Star Wars your second act looks something like:
With math, your second act looks something like this:
Act Two - The protagonist/student overcomes obstacles, looks for resources, and develops new tools.
The Three Acts Of A Mathematical Story
by Dan Meyer
Packet pg15
With Star Wars your third act looks something like:
With math, your third act looks something like this:
Act Three - Resolve the conflict and set up a sequel/extension.
The Three Acts Of A Mathematical Story
by Dan Meyer
Packet pg16
http://mrmeyer.com/threeacts/buckythebadger/
Packet pg17-18
Packet pg19
http://jcps.jefferson.kyschools.us/section/content/default.asp?WCI=pgDisplay&WCU=CRSCNT&ENTRY_ID=DDC2AC789E06402BA2A2EFC46639AB65
http://debbiewaggoner-ckecmath.weebly.com/rti-math-strategies-mats.html
Packet pg20
Packet pg22
FRAMEWORK FOR TEACHINGFRAMEWORK FOR TEACHING
Domain 4: Professional Responsibilities•Reflecting on Teaching (ongoing)•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally (ongoing)•Showing Professionalism
Domain 3: Instruction•Communicating with Students•Using Questioning and Discussion Techniques (September)•Engaging Students in Learning (January)•Using Assessment in Instruction (November)•Demonstrating Flexibility and Responsiveness
Domain 1: Planning and Preparation•Demonstrating Knowledge of Content and Pedagogy•Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments (November)
Domain 2: The Classroom Environment•Creating an Environment of Respect and Rapport•Establishing a Culture for Learning (January)•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space
www.kentuckymathematics.org
Packet pg27
Packet pg26
The only thing that makes this room a
classroom is you.... a teacher!
Teachers at Teachers at Their BestTheir Best
http://www.youtube.com/watch?feature=player_embedded&v=f21r1HE6dNQ