Transcript Planning Instruction

It’s All About Math!
Welcome to the Middle
School Mathematics
Initiative!
Institute Theme:
Developing Standards Based Content Modules Around
Rigor and Relevance
It’s All About Math!
Sponsored by:
Florida Department of Education
Florida and the Islands
Comprehensive Center at ETS (FLICC)
In Partnership with:
The International Center for Leadership in Education
ESCORT
Florida Council of Teachers of Mathematics
PAEC
It’s All About Math!
Goals:
•Increase awareness of new Florida mathematics standards
•Use the new Florida mathematics standards to develop content
modules to be utilized in sixth grade classrooms
•Increase the rigor and relevance of middle school mathematics
instruction with a focus on sixth grade
•Build a statewide support network focused on the improvement
of middle school mathematics curriculum and instruction
It’s All About Math!
Resources:
CD Containing
Content Module Development Steps
Sample lessons
Theme Resources (List of relevant topics with web resources)
Instructional Strategy reference sheet
Reading Strategy reference sheet
Assessment reference sheet
Assessment Activity
It’s All About Math!
Resources (cont.):
CD Containing
Student Performance resources
•
What students need to know and do
•
Knowledge taxonomy
•
Application levels
NYSATL form for evaluating lessons
It’s All About Math!
Resources (cont.):
CD Containing
Addendum to GSL packet
•
Table of Contents
•
End of Year Celebration = Where’s the Beef
•
Our Ideal Classroom
•
Two new lessons
It’s All About Math!
Agenda at a Glance:
Day 1
•Registration, Continental Breakfast
•Welcome, Introductions
•Overview of the Content Module Development Process
•Content Module Development – Move to Breakout Rooms
•Lunch - Large Room
•Continue Content Module Development – Breakout Rooms
It’s All About Math!
Agenda at a Glance:
Day 2
•Continental Breakfast – Large Room
•Continue Content Module Development – Breakout Rooms
•Lunch
•Prepare for Content Module Presentations - Breakout Rooms
•Teams share Content Modules
•Evaluation, Wrap-up
Planning
Instruction
Rigorous and Relevant Instruction
Student Learning
Expected
Student
Performance
Instruction
Actual
Student
Performance
Assessment
Rigor/Relevance
Rigor/Relevance
Student Learning
Feedback
Reflection
Planning Rigorous and Relevant Instruction
STEPS
Step 1
Focus of
Learning
Student
Learning
Standards
Best Practices
Student
Differences
Reading
Step 2
Student
Performance
Step 3
Step 4
Assessment
Learning
Experiences
R/R
Alignment with
Performance
Alignment with
Assessment
Performance
Planning Model
 Curriculum
 Instruction
 Assessment
 Feedback /
Evaluation
Start with the End in Mind
Activity
Content Modules
Rigor/Relevance
Linking Standards and
Student Work
Performance
Planning Model
Define Focus of Instruction
 Audience
 Theme/Project/Problem
 Standard
 Project
Performance
Planning Model
Create Student Performance
 Knowledge, Skills, Behaviors, Concepts
 Rigor/Relevance of Student Work
 Cross-reference to State Standard
 Use Objective Data
Performance
Planning Model
Defining Student Performance
 Standards Data
 Best Practices Data
 Student Data
 Reading Data
Performance
Planning Model

Select Big Idea / Supporting Idea
 Select Benchmark
 Select Relevant Topic
 Select a Sub-Topic
Performance
Planning Model
 Generate Essential Questions
 Select Essential Question
 Brainstorm Student Performance
 Identify Quadrant Knowledge / Skills
 Identify Student Work / Activities
Leadership for
Rigor, Relevance,
and Relationships
Resource Kit
Performance
Planning Model
Develop Lessons
 Instructional Focus
 Student Learning
 Performance Task
 Essential Skills
Writing Performance Tasks
Student
Work
Students will write a letter to the
editor of the local newspaper, on the
Content
Conditions
topic of the environment with a
specific reference to a local issue or
problem. It will take a point of view,
include summaries of research, cite
sources and recommend action.
Rigor/ Relevance Framework
Gold Seal Lessons
Performance
Planning Model

Select Instructional Strategies
 Select Reading Comprehension Strategy
 Vocabulary Strategies
Performance
Planning Model
 Write Assessment Questions
 Identify Quadrant for Assessment
 Identify Resources
 Textbook, Video, Internet
Performance
Planning Model
Designing Assessment
 Standards Data
 Best Practices Data
 Student Data
 Reading Data
Rigor/Relevance Framework
Did Students Get it Right?
C
R
I
G
O
R
High
D
Rational
Answer
B
A
Low
Right
Questions
Right
Answer
Right
Procedure
Low
High
RELEVANCE
Performance
Planning Model
 Take the Lesson Deeper
 Next Level of Questions
 Higher Level Thinking Skills
 Additional Real-world Applications
Assimilation
of knowledge
Thinking
Continuum
Acquisition
of knowledge
Knowledge
Taxonomy
Verb List
Action
Continuum
Acquisition
of knowledge
Application
of knowledge
Application Model
Is it Application?
If
NO
Level 1
If YES - Is it real world?
If
NO and one discipline
Level 2
If
NO and interdisciplinary
Level 3
If YES - Is it unpredictable?
If
NO
Level 4
If
YES
Level 5
Rigor/Relevance Framework
•
6
•
5
•
4
•
3
2
1
Analyze the graphs of the
perimeters and areas of squares
having different-length sides.
Determine the largest rectangular
area for a fixed perimeter.
Identify coordinates for ordered
pairs that satisfy an algebraic
relation or function.
Determine and justify the
similarity or congruence for two
geometric shapes.
C
• Express probabilities as fractions,
percents, or decimals.
• Classify triangles according to
angle size and/or length of sides.
• Calculate volume of simple threedimensional shapes.
• Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid.
A
1
2
•
•
•
•
Obtain historical data about local
weather to predict the chance of snow,
rain, or sun during year.
Test consumer products and illustrate
the data graphically.
Plan a large school event and calculate
resources (food, decorations, etc.) you
need to organize and hold this event.
Make a scale drawing of the classroom
on grid paper, each group using a
different scale.
D
• Calculate percentages of advertising in
a newspaper.
• Tour the school building and identify
examples of parallel and perpendicular
lines, planes, and angles.
• Determine the median and mode of real
data displayed in a histogram
• Organize and display collected data,
using appropriate tables, charts, or
graphs.
B
3
4
5
Rigor/Relevance Framework
6
5
4
3
2
1
•
Analyze the graphs of the perimeters •
and areas of squares having
different-length sides.
•
Determine the largest rectangular
area for a fixed perimeter.
Identify coordinates for ordered pairs •
that satisfy an algebraic relation or
function.
Determine and justify the similarity or •
congruence for two geometric
shapes.
Obtain historical data about local weather to
predict the chance of snow, rain, or sun
during year.
Test consumer products and illustrate the
data graphically.
Plan a large school event and calculate
resources (food, decorations, etc.) you need
to organize and hold this event.
Make a scale drawing of the classroom on
grid paper, each group using a different scale.
• Express probabilities as fractions,
• percents, or decimals.
• Classify triangles according to angle
•
size and/or length of sides.
• Calculate volume of simple threedimensional shapes.
• Calculate percentages of advertising in a
newspaper.
• Given the coordinates
ofschool
a building and identify
• Tour the
examples of parallel and perpendicular
quadrilateral, plot the
lines,quadrilateral
planes, and angles.
• Determine the median and mode of real
on a grid.
data displayed in a histogram
•
C
A
B
A
1
D
• Organize and display collected data, using
appropriate tables, charts, or graphs.
2
3
4
5
Rigor/Relevance Framework
6
5
4
•
•
•
•
3
•
2
•
•
1
Analyze the graphs of the
perimeters and areas of squares
having different-length sides.
Determine the largest rectangular
area for a fixed perimeter.
Identify coordinates for ordered
pairs that satisfy an algebraic
relation or function.
Determine and justify the
similarity or congruence for two
geometric shapes.
•
Obtain historical data about local weather
to predict the chance of snow, rain, or sun
during year.
Test consumer products and illustrate the
data graphically.
Plan a large school event and calculate
resources (food, decorations, etc.) you
need to organize and hold this event.
Make a scale drawing of the classroom on
grid paper, each group using a different
scale.
B
• Calculate percentages of
advertising in a newspaper.
•
• Tour the school building
and
•
identify examples of parallel and
•
perpendicular lines,
planes, and
angles.
• Determine the median and mode of
real
dataasdisplayed
in a histogram
Express
probabilities
fractions,
percents, or decimals.
• Organize and display collected
Classify triangles according to
angle size
and/orusing
length of sides.
data,
appropriate tables,
Calculate volume of simple threecharts,
dimensional
shapes.or graphs.
C
D
B
A
• Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid.
1
2
3
4
5
Rigor/Relevance Framework
•
6
4
3
•
2
•
•
1
C
• Analyze the graphs of the perimeters
•
and areas of squares
having
•
different-length sides.
• Determine the largest rectangular
•
area for a fixed perimeter.
• Identify coordinates for ordered pairs
that satisfy an algebraic relation or
• Calculate percentages of advertising in a
Express
probabilities as fractions,
function.
newspaper.
percents, or decimals.
• Tour
the similarity
school building and
• Determine
and
the
oridentify
Classify
triangles according
to justify
examples of parallel and perpendicular lines,
angle size and/or length of sides.
congruence for two geometric
planes, and angles.
Calculate volume of simple three• Determine the median and mode of real
dimensional
shapes.
shapes.
data displayed in a histogram
D
C
5
Obtain historical data about local weather
to predict the chance of snow, rain, or sun
during year.
Test consumer products and illustrate the
data graphically.
Plan a large school event and calculate
resources (food, decorations, etc.) you
need to organize and hold this event.
Make a scale drawing of the classroom on
grid paper, each group using a different
scale.
A
• Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid.
1
2
B
• Organize and display collected data, using
appropriate tables, charts, or graphs.
3
4
5
Rigor/Relevance Framework
6
5
4
•
•
•
•
3
•
2
•
•
1
•
• Obtain historical data about local
weather to predict the chance of
snow, rain, or sun during year.
• Test consumer products and
illustrate the data graphically.
• Plan a large school event and
calculate resources (food,
decorations, etc.) you
need
to
• Calculate
percentages
of advertising in a
Express probabilities as fractions,
newspaper.
percents,
or decimals. and hold this
organize
event.
•
Tour
the school building and identify
Classify triangles according to
of parallel and perpendicular
• Make
scale
drawingexamples
of the
angle
size and/oralength
of sides.
lines, planes, and angles.
Calculate volume of simple threeclassroom on grid paper,
• Determineeach
the median and mode of real
dimensional shapes.
data displayed in a histogram
Givengroup
the coordinates
of a a different
using
scale.
• Organize and display collected data, using
Analyze the graphs of the
perimeters and areas of squares
having different-length sides.
Determine the largest rectangular
area for a fixed perimeter.
Identify coordinates for ordered
pairs that satisfy an algebraic
relation or function.
Determine and justify the similarity
or congruence for two geometric
shapes.
C
D
A
B
quadrilateral, plot the quadrilateral
on a grid.
1
2
D
appropriate tables, charts, or graphs.
3
4
5
We learn...
10%
of what we read
20%
of what we hear
30%
of what we see
50%
of what we see & hear
60%
of what we discuss with
others
of what we personally
experience
80%
95%
of what we TEACH
to someone else
It’s All About Math!
Middle School
Mathematics Initiative
Institute Theme:
Developing Standards Based Content Modules Around
Rigor and Relevance
It’s All About Math!
Year 2:
Institute #5
Closing the Achievement Gap, Meeting AYP – Strategies to Help Struggling
Students
The purpose of this institute is to provide innovative and practical strategies
to use with students who are struggling academically. This institute will focus
on using learning styles, technology, and manipulatives with the subgroups
identified by No Child Left Behind who do not typically make adequate
yearly progress.
December 6 – 7
December 12 – 13
January 8 – 9
January 15 – 16
Orlando
Tallahassee
Palm Beach
Gainesville
It’s All About Math!
Year 2 (cont.):
Institute #6
Building Student/Teacher Relationships: Transitioning to Middle School
The purpose of this institute is to address the transition problems students’
face when they move to middle school. Participants will be provided
guidelines, strategies and resource aids for planning and implementing
programs and activities which support the educational environment and
improve student achievement, particularly in the area of mathematics.
April 15 – 16
April 23 – 24
May 1 – 2
May 6 – 7
Orlando
Palm Beach
Gainesville
Tallahassee
It’s All About Math!
Action Steps:
•Select up to 25 faculty and staff to participate in CORR
•Access and use the free resources available to your district as a member
of the Successful Practices Network
•Continue to utilize the talents and skills of your liaison as you implement
MSMI in your district
•Complete team meeting logs and refine your action plan as you move
through year 2
It’s All About Math!
Resources
Action Plan
http://escmail.org/node/6
District Team Meeting Log
http://escmail.org/node/7
PowerPoint presentations
http://www.ets.org/flicc
Documents are under the Initiatives tab
Successful Practices Network
http://www.successfulpractices.org
It’s All About Math!
Contact Information:
Mr. Todd Clark (Deputy Director, Office of Mathematics and Science, FLDOE)
[email protected]
Dr. Alice Lindsay (Assistant Director, FLICC)
[email protected]
Mr. Rob Schoen (Mathematics Specialist, FLDOE)
[email protected]
Dr. George Suarez (Facilitator, Liaison)
[email protected]
Dr. Pam Tompkins (Facilitator, Liaison)
[email protected]
It’s All About Math!
Contact Information:
Ms. Karyn Lindsay (Facilitator, Liaison)
[email protected]
Mr. Jim Miles (Facilitator, Liaison)
[email protected]
Dr. Linda Lucey (CORR-M developer)
[email protected]
Mr. Tom Hanley (Facilitator, Liaison)
[email protected]
Ms. MC Moran (Facilitator, Liaison)
[email protected]
It’s All About Math!
Contact Information:
Mr. Bob Thomas (Action Plan and Team Meeting Log - Technical Specialist)
[email protected]
Mrs. Pat Conahan (Facilitator, Liaison)
[email protected]