Transcript Building Capacity in Teaching Algebra The Flipped PD

BUILDING CAPACITY IN
TEACHING ALGEBRA
THE FLIPPED PD
P re s e nted by
Sh a ro n Ke e g a n
D i r e c to r o f
M a t h e m a t ic s
CRE C M a g n et
Sc h o o ls
WHY THE “FLIPPED PD”?
 Allows the teacher to customize which workshops they
need according to their individual needs
 Algebra content in the CCSS begins in earnest in middle
school
 Lack of district/school PD days for content area focus
 Meets the requirements of SEED, 4A:
Engaging in Continuous Professional Growth
 Reflection
 Using Feedback
 Initiative and Leadership
RESOURCE
INSIGHTS INTO ALGEBRA 1
examine your teaching practices through a combination of
video, print and web-based activities
GOALS AND EXPECTATIONS
FOR THE FLIPPED PD
TEACHERS LEARN:

KEY ALGEBRAIC CONCEPTS
 EFFECTIVE TEACHING STRATEGIES FOR HELPING STUDENTS
LEARN ALGEBRA
 ADDRESS TOPICS WITH WHICH STUDENTS TYPICALLY
HAVE DIFFICULTY
PROCESS
 Decide on a workshop
 Complete the workshop at your own
pace and convenience
 Conduct the lesson in your
classroom
 Post your reflections on Edmodo to
share feedback with colleagues
 Submit evidence of completion by
completing “going further”
questions & “homework
assignment” in your journal to
CREC Director of Mathematics
 Upon verification of
completion, a
certificate will be
issued to the
teacher.
 Share your
certificate with your
evaluator as
evidence of
professional growth
LEARNING OBJECTIVES
FOR WORKSHOP 1
 In these activities, you will learn ways that students can:
 Analyze a problem situation and write an equation to model
the information.
 Use drawings and pictures to help them generalize and write a
formula.
 Determine if dif ferent formulas are equivalent.
 Understand the meaning of area and perimeter, and their
relation to each other.
 Solve linear equations using manipulatives.
 Solve linear equations using algebra.
 Check and verify that the solution to an equation is correct.
WORKSHOP #1
VARIABLES AND PATTERNS OF CHANGE
 Part 1: Translating Words
Into Symbols
In this lesson students
will recognize patterns
and represent situations
using algebraic notation
and variables.
 Part 2: Linear Equations
In this lesson, students
use manipulatives to
represent visually the
steps they take to obtain
a solution to an algebraic
equation. They develop
an understanding of the
connections between the
solution involving
manipulatives and the
symbolic solution.
WATCH VIDEO
WORKSHOP 1, PART 1
http://www.learner.org/vod/login.html?returnurl=/worksh
ops/algebra/workshop1/index.html&pid=2096
A
What aspects of cooperative learning did you see as being particularly
effective in this lesson?
B
Discuss the students’ misconceptions concerning area and
perimeter relationships.
C
How did the students resolve these misconceptions by the
end of the lesson?
D
Discuss students’ use of informal language in the video. In what
ways might teachers help students move beyond informal language?
E
Discuss the significant differences between the two problems Janel
posed. In what ways did the second problem build on the first?
F
Discuss Janel’s teaching strategy and style. What specific examples of
effective teaching stood out in your mind as you watched the lesson?
WATCH VIDEO
WORKSHOP 1, PART 2
A
Discuss the use of the cups-and-chips model. What concepts did it help
students understand better than they might have had they not used
manipulatives?
B
Discuss whether or not adding a negative chip to both sides of the
equation is the same as subtracting a chip from both sides of the
equation. How does the cups-and-chips model reinforce the algebraic
steps the students use?
C
Discuss the method of checking answers that Jenny used as compared
with the method Miriam Leiva endorsed. Are the two methods
significantly different?
D
Discuss the way Jenny rotated students through stations as a way to
practice solving equations. What were some of the benefits of this
approach?
E
Discuss Jenny’s use of white boards as a teaching strategy in her class.
What other strategies might have a similar benefit?
F
Discuss the importance of having students use the cups-and-chips model
and write the algebraic steps at the same time.
ADDITIONAL STEPS WHEN READY
http://www.learner.org/resources/series66.html
26 half hour videos on how algebra is used for solving real-world
problems. Clear explanations of concepts that students often
struggle with. Includes applications in geometry and calculus.