Transcript Diapositiva 1 - Debbie Waggoner

CKEC ISLN
January 2013
Math Network
Update
Debbie Waggoner
CKEC Math Specialist
debbiewaggoner-ckecmath.weebly.com
Six INSTRUCTIONAL
Shifts in Mathematics
1. Focus:
significantly narrow and deepen the scope of how time and energy is
spent in the mathematics classroom
2. Coherence:
each standard is not a new event but an extension of previous learning
3. Fluency:
speed and accuracy with simple calculations – occurs after deep
conceptual understanding
4. Deep Understanding:
more than “how to get the answer” - instead support students’ ability to
access concepts from a number of perspectives
5. Applications:
apply mathematics concepts in real-world situations and choose the
appropriate concept for application(s) even when not prompted to do so
6. Dual Intensity:
Students are practicing and understanding - there is more balance
between these two things in the classroom
Work through this 25% Sale task.
Is this a good task? Why, or why not?
Packet pg1
7.RP: Analyze proportional relationships and use them to solve real-world and
mathematical problems.
Label each A process to be conducted in your PLCs
question with
appropriate
standard/target
Make meaning
of the
standard
referenced.
Progressions
Deconstructions
Standards for Math
Practice
Rigor– DOK/ Bloom’s
Does each
Content–
question capture Vocabulary &
Interpretation
the intent of the
standard/target
Reveal
labeled?
Misconceptions
What criteria would you use to
“score” this task?
--Divide up the 5 samples of
student work and use the
rubric to score the work.
--Discuss how you scored the
samples at your table.
Task 25pc_sale_task.pdf
Scoring Rubric 25pc_sale_rubric.pdf
Student Work – unscored 25pc_sale_un.pdf
Student Work – scored 25pc_sale_sc.pdf
http://map.mathshell.org/materials/tasks.php
--What did you learn about
how kids think about this
mathematics?
--What did you learn about
differences in scoring
accuracy?
--How does analyzing &
scoring student work from
high level tasks enhance
teacher expectations?
The work
of PLCs…
Artifact(s)
Students engage in
Observation
content at appropriate level
DOK?
Verbs/Bloom’s
Artifact(s)
Artifact(s):
assessment,
lesson plan,
activity, etc.
Standard(s)?
Target(s)?
Standard consistent vocabulary?
Artifact(s)
Find Short Cycle Tasks –
MAP Mathshell site
Inside Mathematics
Illustrative Mathematics
Balanced Assessment
Packet pg2
Less structured
requiring strategic
problem solving
skills as well as
content knowledge.
http://map.mathshell.org/materials/tasks.php
10
http://insidemathematics.org/index.php/mathematical-content-standards
Packet pg4
Packet pg7
VIDEO - Why you need to Fail
http://youtu.be/HhxcFGuKOys
Packet pg9-10
Packet p11
What are your TRUE
COLORS?
http://www.truecolors
career.com/quiz.asp
Mastery - GOLD
Interpersonal - ORANGE
Understanding - GREEN
Self-Expressive - BLUE
Percent of OVERALL Learners with each preference:
Mastery - GOLD
Interpersonal - ORANGE
35%
35%
Which learners do you
Percent of At-RISK 12% 65%
think
have
more
Implications
Learners with each
for RTI?
preference:
success
school?
1% in22%
WHY?
20%
10%
Understanding - GREEN
Self-Expressive - BLUE
Packet pg13
Packet pg12
The Three Acts Of A Mathematical Story
by Dan Meyer
Packet pg14
Act One - Introduce the central
conflict of your story/task clearly,
visually, viscerally, using as few
words as possible.
With Jaws your first act looks With math, your first act
something like:
looks something like this:
The Three Acts Of A Mathematical Story
by Dan Meyer
Packet pg15
Act Two - The protagonist/student
overcomes obstacles, looks for
resources, and develops new tools.
With Star Wars your second
act looks something like:
With math, your second
act looks something like
this:
The Three Acts Of A Mathematical Story
by Dan Meyer
Packet pg16
Act Three - Resolve the conflict and
set up a sequel/extension.
With Star Wars your third act With math, your third act
looks something like:
looks something like this:
Packet pg17-18
http://mrmeyer.com/threeacts/buckythebadger/
Packet pg19
http://debbiewaggoner-ckecmath.weebly.com/rti-math-strategies-mats.html
Packet pg20
http://jcps.jefferson.kyschools.us/section/content/default.asp?WCI=pgDisplay&
WCU=CRSCNT&ENTRY_ID=DDC2AC789E06402BA2A2EFC46639AB65
Packet pg22
FRAMEWORK FOR TEACHING
Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
•Demonstrating Knowledge of Content and •Creating an Environment of Respect and
Pedagogy
Rapport
•Demonstrating Knowledge of Students PLAN•Establishing a Culture for Learning
•Setting Instructional Outcomes
(January)
•Demonstrating Knowledge of Resources
•Managing Classroom Procedures
•Designing Coherent Instruction
•Managing Student Behavior
•Designing Student Assessments
•Organizing Physical Space
(November)
APPLY
TEACH
Domain 4: Professional Responsibilities Domain 3: Instruction
•Communicating with Students
•Reflecting on Teaching (ongoing)
•Using Questioning and Discussion
•Maintaining Accurate Records
Techniques (September)
•Communicating with Families
•Engaging Students in Learning (January)
•Participating in a Professional
REFLECT
•Using Assessment in Instruction (November)
Community
•Growing and Developing Professionally •Demonstrating Flexibility and
Responsiveness
(ongoing)
•Showing Professionalism
www.kentuckymathematics.org
Packet pg27
Packet pg26
The only thing that
makes this room a
classroom is
you.... a teacher!
Teachers at
Their Best
http://www.youtube.com/watch?feature=player_embedded&v=f21r1HE6dNQ