Quote

“The aim of education should be to teach us rather how to think, than what to think -

rather to improve our minds, so as to enable us to think for ourselves, than to load the

memory with thoughts of other men.” ~Bill Beattie ~

Module 2 Domain 1 and Domain 3:

FfT Facilitator TrainingOffice of Talent Development

October 2, 2012

Agenda• Part I:

• What’s your objective?• Domains 1 and 3 review

• Part II: • Cylinder Activity

• Part III:• FfT and CCSS connection

• Part IV:• Brainstorm, how does this look in my room?

NORMS OF THE ROAD

DRIVE ON YOUR SIDE OF THE ROADSIGNAL WHEN TURNING

KEEP WITHIN THE SPEED LIMITDO NOT TAILGATE

NO U TURNSNO TEXTING WHILE DRIVING

YIELD TO ONCOMING TRAFFIC

On the Road Again

Part I:

What’s your objective?

Planning and Preparation Domains

1 and 3

You Talk a Mile a Minute

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You Talk a Mile a Minute

The subject is Domain 1•Value, Sequence, and Alignment•Clarity•Balance•Diverse learners•Learning activities•Resources •Instructional groups•Lesson Plan•Unit structure•Outcomes

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You Talk a Mile a Minute

The subject is Domain 1•Value, Sequence, and Alignment•Clarity•Balance•Diverse learners•Learning activities•Resources •Instructional groups•Lesson Plan•Unit structure•Outcomes

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You Talk a Mile a Minute

The subject is Domain 1•Value, Sequence, and Alignment•Clarity•Balance•Diverse learners•Learning activities•Resources •Instructional groups•Lesson Plan•Unit structure•Outcomes

Round 2

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You Talk a Mile a Minute

The subject is Domain 3

•Quality of Questions•Activities and Assignments•Instructional materials •Structure and pacing •Cognitive•Facilitate•Common Core•Student Participation•Discussion Techniques•Student Centered

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You Talk a Mile a Minute

The subject is Domain 3

•Quality of Questions•Activities and Assignments•Instructional materials •Structure and pacing •Cognitive•Facilitate•Common Core•Student Participation•Discussion Techniques•Student Centered

595857565554535251504948474645444342414039383736353433323130292827262524232221201918171615141312111009080706050403020100

You Talk a Mile a Minute

The subject is Domain 3

•Quality of Questions•Activities and Assignments•Instructional materials •Structure and pacing •Cognitive•Facilitate•Common Core•Student Participation•Discussion Techniques•Student Centered

What’s your Objective?Domain 1

•Quality of Questions•Activities and Assignments•Instructional materials •Structure and pacing •Cognitive•Facilitate•Common Core•Student Participation•Discussion Techniques•Student Centered

Domain 3•Value, Sequence, and Alignment•Clarity•Balance•Diverse learners•Learning activities•Resources •Instructional groups•Lesson Plan•Unit structure•Outcomes

Objectives

Participants will:Identify the relationship between

domains 1 and 3 to develop strategies to include quality of questions, student participation and cognitive engagement in activities and assignments.

Domain 1: Planning and Preparation

1c: Establishing Instructional Outcomes

1e: Designing Coherent Instruction

Domain 2: Classroom Environment

2b: Establishing a Culture for Learning

2d: Managing Student Behavior

Domain 4: Professional Responsibility

4a: Reflecting on Teaching

4c: Communicating with Families

Domain 3:Instruction

3b: Using Questioning and Discussion Techniques

3c: Engaging Student in Learning

The 8 Essential Components

Domain 11c. Setting Instructional

Outcomes (page 51/54)Value, sequence and alignmentClarityBalanceSuitability for diverse learners

1e. Designing Coherent Instruction (page 55/60)Learning Activities Instructional Material and

resources Instructional GroupingLesson and Unit Structure

Domain 33b. Quality of Questions

(page 79/82)Quality of QuestionsDiscussion TechniquesStudent Participation

3c. Engaging Students in Learning (page 55/60)Learning Activities Instructional Material and

resources Instructional GroupingLesson and Unit Structure

The Final Word

Part II:

Cylinder Activity

Cylinder Investigation

Quick Write:

•What are some questions you might have about the two cylinders?

•Table share and then chart your questions.

Hotdog

Hamburger

Gallery WalkWhich questions would you like to

investigate?

Cylinder Investigation• If you think the hamburger cylinder holds

the most, then go to the left side of the room.

• If you think hotdog, then go to the right side of the room.

• If you think they both hold the same amount, then go to the center of the room.

Cylinder InvestigationIn your corners, take three minutes to talk about why you think your chosen cylinder holds the most.

•Chart your rational. • Be prepared to share why you think the one you chose holds

the most. Include reasoning for NOT choosing the other cylinder/s.

• What could you use to prove or disprove your hypothesis?•Explain why you selected your cylinder.

• Be prepared to share out, you will have 30 seconds to justify your stand.

Cylinder Investigation

What must be true, for your thinking to be correct?

If your thinking is not correct then what are the results?

Give it a Go!

Outcomes

•What happened?

•What did you notice?

•Why do you think that happened?

:00 5

Cylinder Challenge

• Your group’s challenge is to use one sheet of paper to create a cylinder that would hold the most popcorn ever!

You have only five minutes!

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Cylinder Challenge

• Your group’s challenge is to use one sheet of paper to create a cylinder that would hold the most popcorn ever!

You have only five minutes!

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Cylinder Challenge

• Your group’s challenge is to use one sheet of paper to create a cylinder that would hold the most popcorn ever!

You have only five minutes!

595857565554535251504948474645444342414039383736353433323130292827262524232221201918171615141312111009080706050403020100 2

Cylinder Challenge

• Your group’s challenge is to use one sheet of paper to create a cylinder that would hold the most popcorn ever!

You have only five minutes!

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Cylinder Challenge

• Your group’s challenge is to use one sheet of paper to create a cylinder that would hold the most popcorn ever!

You have only five minutes!

595857565554535251504948474645444342414039383736353433323130292827262524232221201918171615141312111009080706050403020100

Cylinder Challenge

• Your group’s challenge is to use one sheet of paper to create a cylinder that would hold the most popcorn ever!

You have only five minutes!

Which of these

happened?

Pictures

WrittenSymbols

ManipulativeModels

Real-WorldSituations

OralLanguage

Linking to Research/LiteratureConnections between Representations

Adapted from Lesh, Post, & Behr, 1987

Which of these

happened?

Linking to Research/Literature

Research has shown that children who have difficulty translating a concept from one representation to another are the same children who have difficulty solving problems and understanding computations.

Strengthening the ability to move between and among these representations improves the growth of children’s concepts.

Lesh, Post, & Behr, 1987

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So what’s “The Big Idea?” 3 Minute Quick Write

1. What were your behaviors?2. What were the facilitator’s behaviors?3. Identify which hypothesis was proven.4. What math concepts and or skills did you

use?5. How does this relate to the real world?

2

595857565554535251504948474645444342414039383736353433323130292827262524232221201918171615141312111009080706050403020100

So what’s “The Big Idea?” 3 Minute Quick Write

1. What were your behaviors?2. What were the facilitator’s behaviors?3. Identify which hypothesis was proven.4. What math concepts and or skills did you

use?5. How does this relate to the real world?

1

595857565554535251504948474645444342414039383736353433323130292827262524232221201918171615141312111009080706050403020100

So what’s “The Big Idea?” 3 Minute Quick Write

1. What were your behaviors?2. What were the facilitator’s behaviors?3. Identify which hypothesis was proven.4. What math concepts and or skills did you

use?5. How does this relate to the real world?

Part III:

FfT and CCSS Connection

Reflect

• How does this activity connect to the Frameworks for Teaching? Specifically components and elements for 1c, 1e, 3b, and 3c.

• What Common Core State Standards for mathematical practices were addressed?

• What Common Core Writing Standards were addressed?

Part IV:

Brainstorm, how does this

look in your class?

Head, Heart and Foot

•Head-•What are your thought?

•Heart-•What do you feel?

•Foot-•What will be your action?