Building Capacity in Teaching Algebra The Flipped PD
Download
Report
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.