Transcript NEPF - RPDP
N E P F N
evada
E
ducator
P
erformance
F
ramework Southern Nevada Regional Professional Development Program
www.rpdp.net
Secondary Mathematics
Module 1 Part 1
TEACHER HIGH LEVERAGE INSTRUCTIONAL STANDARDS AND INDICATORS
STANDARD 1
New Learning is Connected to Prior Learning and Experience
STANDARD 2
Learning Tasks have High Cognitive Demand for Diverse Learners
STANDARD 3
Students Engage in Meaning-Making through Discourse and Other Strategies
STANDARD 4
Students Engage in Metacognitive Activity to Increase Understanding of and Responsibility for Their Own Learning
STANDARD 5
Assessment is Integrated into Instruction
Indicator 1
The teacher activates
all
students’ initial understandings of new concepts and skills
Indicator 1
The teacher assigns tasks that purposefully employ
all
students’ cognitive abilities and skills
Indicator 1
The teacher provides opportunities for extended, productive discourse between the teacher and student(s) and among students
Indicator 1
The teacher and
all
students understand what students are learning, why they are learning it, and how they will know if they have learned it
Indicator 1
The teacher plans on-going learning opportunities based on evidence of
all
stude nts’ current learning status
Indicator 2
The teacher makes connections explicit between previous learning and new concepts and skills for
all
students
Indicator 2
The teacher assigns tasks that place appropriate demands on each student
Indicator 3
The teacher makes clear the
Indicator 3
The teacher assigns tasks purpose and relevance of new that progressively develop
all
learning for
all
students students’ cognitive abilities and skills
Indicator 2
The teacher provides
Indicator 2
The teacher structures opportunities for
all
students opportunities for self- to create and interpret multiple monitored learning for
all
representations students
Indicator 3
The teacher assists
all
students to use existing knowledge and prior experience to make connections and recognize relationships
Indicator 4
The teacher provides
all
students opportunities to build on or challenge initial understandings
Indicator 4
The teacher operates with a deep belief that all children can achieve regardless of race, perceived ability and socio-economic status.
Indicator 4
The teacher structures the classroom environment to enable collaboration, participation, and a positive affective experience for
all
students
NEVADA EDUCATOR PERFORMANCE FRAMEWORK – IMPLEMENTATION PHASE 1
Indicator 2
The teacher aligns assessment opportunities with learning goals and performance criteria
Indicator 3
The teacher supports
all Indicator 3
The teacher structures students to take actions based opportunities to generate on the students’ own self- evidence of learning during monitoring processes the lesson of
all
students
Indicator 4
The teacher adapts actions based on evidence generated in the lesson for
all
students
Standard 1 Module for Mathematics
Part I – What and Why
Goal 1: What is Standard 1?
Goal 2: What are the indicators for Standard 1?
Part II – Implications for Mathematics
Goal 3: What activities/instruction in the classroom would provide evidence of them?
Goal 4: What specific plans can be designed to implement them?
Standard 1 Module for Mathematics – Part I
IS
An Overview of Standard 1
What is Standard 1?
What are the indicators for Standard 1?
IS NOT
A complete “How To” for every lesson in math .
What do you think of when you hear the word “cardinal”?
What do these have to do with the NEPF?
How about “cardinal” in a math classroom?
• • • • car·di·nal num·ber
noun
plural noun: cardinal numbers a number denoting quantity (one, two, three, etc.), as opposed to an ordinal number (first, second, third, etc.).
Let’s take a moment to see why linking to student’s prior learning and experience is such a powerful instructional strategy for teachers to use.
It’s in the Neuroscience: the brain seeks patterns. Memory connects new to existing memory through
pattern matching
.
Pattern Matching (for short-term memory) The brain interprets new information based on existing patterns.
NEW
If there is no pattern waiting…
new input is misinterpreted, rejected, or it disappears!
Activate prior knowledge…
for a successful pattern match!
ACTIVATED PRIOR KNOWLEDGE
Information is stored and retrieved based on frequently experienced patterns.
Let’s see what it is like to experience the brain’s pattern storage and activation.
Let’s do a quiet activity. Please read the next slides without speaking your responses.
What color is this slide?
Name this animal.
What does a cow drink?
Did you, on your first thought, . . .
• • • Think milk, and then after a few seconds think water?
Think water only?
Think milk only?
During a webinar, 88% of the first thoughts were milk, and then after a few seconds, water.
Why did you think “milk” so quickly?
Your brain has frequently activated the words “cow”, “milk”, and “white” simultaneously.
The frequent activation of those bits of information in a relationship (pattern) connected them into a strong memory circuit resulting in fast retrieval.
Another case of brain patterning… What do you see?
Another case of brain patterning… Now what do you see?
Another case of brain patterning… And now?
Optical illusions work because our brains use strong patterns to interpret input.
Your visual memory patterning experiences fills in a triangle.
Activate all students’ initial understanding of new concepts and skills
NEPF – Standard 1
New Learning is Connected to Prior Learning and Experience Make connections explicit between previous learning and new concepts and skills for all students Make clear the purpose and relevance of new learning for all students Provide all students opportunities to build on or challenge initial understandings
What makes a math lesson a good lesson?
• Let’s use a strategy called “Round Table” – Create small groups – On a sheet of paper, the first person will write down a strategy or component – The paper passes to the next person to add his/her strategy – Passing continues around the group – Share out whole group • Each team shares an item
Does Your List Include These?
Introduction Daily Review Daily Objective Concept and Skill Development Concept Linkage Practice – guided, group, independent Long Term Memory Review Closure HW Assessment – Did they get it?
Student engagement – Did they do it?
These are the Components of an Effective Math Lesson
Using your prior knowledge:
Introduction Daily Review Daily Objective Concept and Skill Development Concept Linkage Practice – guided, group, independent Long Term Memory Review Closure HW NEPF Standard 1 Assessment – Did they get it?
Student engagement – Did they do it?
Indicator 1 How can we . . .
activate all students’ initial understanding of new concepts and skills?
What is meant by “ initial understanding of new concepts and skills” ?
Can initial understandings sometimes conflict with learning new concepts/ideas?
What happens if initial understandings are ignored?
How do the incomplete understandings and misconceptions that students bring with them to a topic hinder new concepts and skills?
Indicator 2 How can we . . .
make explicit connections between previous learning and new concepts and skills?
What is meant by “make explicit connections between previous learning and new concepts and skills”?
Does ALL of students’ previous learning come from in-school contexts?
Do students bring information to school from their experience of going to a store to buy items, guessing how long it will take to drive to a nearby state, working for a salary?
Additional explicit connections . . .
•
Adding fractions & adding decimals
•
Finding the area of polygons and circles and finding the volume of prisms and cylinders.
•
Solving simple one-variable linear equations and using the zero product property to find zeros of polynomials
• •
Transforming parabolas & transforming circles or hyperbolas . . . .
Indicator 3 How can we . . .
make the purpose and relevance of new learning clear for all students?
What is meant by “make clear the purpose and relevance of new learning for all students”?
Can your students answer the question, “What is the point?” Does the relevance of new learning connect new learning to the broader goals of the lesson and understanding the purpose of learning the new material?
Indicator 4 How can we . . .
provide all students opportunities to build or challenge initial understanding?
What is meant by “provide all students opportunities to build on or challenge initial understanding”?
How does interpreting levels of students’ understanding (by the teacher) help to move learning forward?
Video
My Favorite No
• Consider these questions as you watch.
https://www.teachingchannel.org/videos/class -warm-up-routine
– How does this strategy allow for immediate re teaching?
– How does it provide all students opportunities to build or challenge initial understanding?
Video
“
My Favorite No”
Reflect on the video . . .
How does this strategy allow for immediate re teaching?
How does it provide all students opportunities to build or challenge initial understanding?
Video
“Using the Lottery to Revisit Functions”
Consider these questions as you watch:
• https://www.teachingchannel.org/videos/teachi ng-functions
What indicators from Standard 1 do you see in the video?
•
Were the strategies he used effective for this concept?
Reflection on the video
What indicators from Standard 1 did you see in the video?
Were the strategies he used effective for this concept?
Summary - Quick Review
New Learning is Connected to Prior Learning and Experience
What short descriptors can you use to remember the Indicators of Standard 1?
• 1 initial understanding • 2 explicit connections • 3 purpose and relevance • 4 build on or challenge
Next Steps . . .Part II
• • • • What are some current strategies/practices that can be altered to effectively implement this standard?
What might this look like in your classroom?
Where will evidence of Standard 1 be found in our individual practice?
How might effective implementation of Standard 1 affect student outcomes?
For additional NEPF resources rpdp.net
Select NEPF
N E P F N
evada
E
ducator
P
erformance
F
ramework Southern Nevada Regional Professional Development Program
www.rpdp.net
Secondary Mathematics
Module 1 Part 1
N E P F N
evada
E
ducator
P
erformance
F
ramework Southern Nevada Regional Professional Development Program
www.rpdp.net
Secondary Mathematics
Module 1 Part 1