Reformed Teaching Practices Professional

Development

LEAH DIX WHITEAPRIL 23, 2015

AGENDA 4/23/15Meet, Greet, EatOpening: Concept vs. SkillUtilizing Mathematical Practices to

teach concepts of CCSSVideo Cycle, DiscussionsClosureLogistics: Be sure to sign in for PD

credit

Opening Share a Positive

Introduction(s)

Wonderings…

What do we currently do? What does learning look like now?

What does teaching conceptually actually look like?  How can math teachers teach conceptually and then assess content?  How can we do it better?

How well are teachers prepared?

CCSS

What are some general instructional practices you use in your classroom to teach math concepts as suggested in CCSS?

PD should increase teacher knowledge that translates into student learning (Yoon et.al, 2007).

think-ink-pair-share

Conceptual knowledge is the implicit or explicit understanding of the principles that govern a domain and of the interrelations between units of knowledge in a domain.

Procedural (skill) knowledge is the ability to execute action sequences to solve problems.

Of the practices discussed which emphasize student development of concepts and which emphasize student development of skills or procedures?

CONCEPT VS. SKILL

What does implementing standards for mathematical practices look like?

What does teaching conceptually look like?

Standards Driven: Mathematical Practices (NCTM, 2000;2010); KCAS,CCSSStudent Centered: Student autonomy, cooperative, constructivistic, teacher not the primary mathematics expert, CPMInquiry Based: Discovery, RICH project, Questioning to develop conceptual understanding

Reform

practices

How can we teach mathematics more conceptually?1. Work with a partner (preferably someone that teaches the same content) and become familiar with 2 of the 8 practices.2. Select CCSS and learning target you currently are teaching. Write out the concepts you would address to teach this particular CCSS and/or learning target.3. Consider how the mathematical practice(s) you and your partner selected can be utilized to teach the concept to students. Highlight or document teacher and student tasks.4. Plan to implement these tasks in future planning and/or delivery of a lesson in the near future.5. Consider a group assessment that would help you determine student’s conceptual understanding of the CCSS and learning target.

How can we as math teachers in JCPS improve our instruction to promote student engagement in mathematics? CCSS for math are taught while utilizing mathematical

practices. Develop student conceptual understanding of learning targets

while using shifts in instruction. Build learning communities in classrooms that focus on

structure of mathematics practices. Create group assessments that considers conceptual

understanding of content and requires multiple representation when solving.

We want our students to engage and expand their mathematics conceptual understanding and skills as well as enjoy it!!

SHARE! SHARE!SHARE!

Share any ideas or thoughts you may have in reference to what was discussed today.

BLOG! BLOG! BLOG!

Teacher centered PD for teachers led by teachers…

Teachers sharing examples of quality teaching practices in high school mathematics classrooms from teachers across the district. Focuses on current research on topics relevant for practitioners. Meets the criteria for quality PD according to the district and state. A pragmatic way of watching other teachers in action to improve

our individual instructional practices.

Reform Practices Revisited..standards based (NCTM, 2000; NCTM,

2014) teacher pedagogies that are student centered (Delpit, 1992), discourse rich (Wagner & Herbel-Eisenmann, 2007), and inquiry based (Goos, 2004; McLoughlin, 2009).

Discourse Cooperativ

e learning groups

CPM Study Team Strategies (e.g. Think-Ink-Pair-Share)

Modeling Mathematical Practices

CCSSProject Based Learning (e.g. RICH Project)

Scaffolding Learn

ing

Logistics….next steps

Please blog weekly in community group titled High School Math PD. I will send an email invite!

Comment, reply, or post every week.

Share any ideas of task, projects, and or group assessments that utilize mathematical practices you are considering to implement anytime from now until the end of the school year.

Thank You! Questions?

In loving memory of two of the greatest mathematics teachers I have had the pleasure of working with and knowing

Steve Dillard&

Ian Welch