Transcript Educators Effectiveness Academy Summer 2012

Day 2
E DUCATOR E FFECTIVENESS A CADEMY
S UMMER 2012
ICEBREAKER
Describe
something that
happened in
your life during
the year on the
coin.
TODAY ’ S O UTCOMES
Participants will:
•
Analyze lesson plan components.
•
Develop an understanding of two types of
instructional and assessment tasks - Practice
Forward Task and Integrative Task.
•
Watch a demonstration of the Curriculum
Management System (CMS).
•
Clarify their questions about the EEA Project
requirements
WARM U P - O UTCOME
Participants will reflect on the
important parts and elements
that should be in a lesson plan.
WARM U P - A CTIVITY
Rally Table
What are critical components
of a lesson plan?
MSDE L ESSON P LAN
COMPONENTS IN AN
MSDE LESSON PLAN
• Background Information
• Learning Experience
• Supporting Information
Background Information
• Content/Grade Level
• Unit/Cluster
• Essential Questions
• Enduring Understandings
• Standards Addressed in This Lesson
• Lesson Topic
• Relevance/Connections
• Student Outcomes
• Prior Knowledge Needed
• Determining Student Readiness
Learning Experience
• Warm Up
• Motivation
• Activities
• UDL Components
• Key Questions
• Formative Assessment
•Evidence of Student Learning
• Closure
Supporting Information
• Interventions/Enrichments
o Students with Disabilities
o Struggling Learners
o English Language Learners
o Gifted and Talented
• Materials
• Technology
• Resources
LESSON PLAN
ANALYSIS
A NALYSIS - O UTCOME
Participants will analyze an
MSDE lesson plan to determine
how UDL, the SMP, and the
content standards are
addressed.
G UIDING Q UESTIONS
1. How do lesson activities support SMP proficiencies?
2. How do UDL connections modify lesson activities to
assist all students, including students with special
needs?
3. Explain how the lesson activities target and support
instruction of the content standard.
A NALYSIS –
FINAL NOTE!!!
FINAL NOTE!!! Any pre-made
lesson plan should be adapted to
meet the needs of the students in
your classroom.
J UMP
Take
A
Break!!!!!
FOR
J OY …
TYPES OF TASKS
T YPES
OF
TASKS - O UTCOME
Participants will develop an
understanding of two types of
instructional and assessment
tasks:
• Practice Forward Task
• Integrative Task
T YPES
OF
Let’s
Do a
Little
Math!!!
TASKS - A CTIVITY
W HAT S HAPES C AN I M AKE ?

If this square is one quarter of a
whole shape, what would the whole
shape look like?

How many different shapes could you
make?

Be ready to explain how you knew
which shapes you could make.
W HAT S HAPES C AN I M AKE ?
E VALUATING THE P ROBLEM
Which behaviors described
in the Standards for
Mathematical Practice
would come into play as
students solve this problem?
Standards for
Mathematical
Practice
P RACTICE F ORWARD TASK
1. Make sense of problems and persevere in solving them.
2. Reason Abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning
of others
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in reasoning.
Practice Forward Task
A task that is intentionally
designed to elicit one or more
Standards for Mathematical
Practice in connection to
specified content standards
PARCC Definition
N EW T ERMS - A CTIVITY
Frayer
Model
Practice
Forward
Task
Practice Forward
Task
D EBRIEFING …
Share your “Example” and “Non-Example”
within your group of 4.
Justify why you believe your “Example” is
an example of a Practice Forward Task.
T YPES
OF
Let’s Do
a Little
MORE
Math!!!
TASKS - A CTIVITY
T HE T WO THOUSAND P ROBLEM
893,462
840,924
824,595
824,162
810,930
808,879
799,982
778,877
777,852
766,398
Find two
numbers in this
table that differ
by
approximately
two thousand.
SO
WHAT DO YOU THINK ???
•
What mathematics concepts and skills
are measured in this problem?
•
Besides the content included, were the
Standards for Mathematical Practice
employed in order to solve the
problem?
I NTEGRATIVE TASK
Grade 4
Domain: Number and Operations in Base Ten
CLUSTER: Generalize place value understanding for
multi-digit whole numbers. (4.NBT.1-3)
CLUSTER: Use place value understanding and properties
of operations to perform multi-digit arithmetic.
(4.NBT.4)
Integrative Task
A task that may best be coded
to a cluster heading, domain
or grade (course) rather than
a specific standard.
PARCC D EFINITION
N EW T ERMS - A CTIVITY
Frayer
Model
Integrative
Task
Integrative
Task
D EBRIEFING …
Share your “Example” and “Non-Example”
within your group of 4.
Justify why you believe your “Example” is
an example of an Integrative Task.
S AMPLES
TO
S HARE
Work with your group to select one
“Example” of either a Practice Forward Task or
an Integrative Task to display on chart paper.
If desired, your group can create a new task.
Post your “Example” around the room. Do
not identify which type of task it is.
C HECKING O UT E XAMPLES
Each participant takes a sticky note for each
“Example.”
First, write either ‘PF’ for Practice Forward or
‘INT’ for Integrative Task to identify the type of
task it is.
List the SMP that are employed in solving the
different “Examples” shared.
Standards for
Mathematical Practice
1. Make sense of problems and persevere in solving them.
2. Reason Abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning
of others
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in reasoning.
Two Questions…
Is it possible that a task could be
labeled as both a Practice Forward Task
and an Integrative Task?
Is the label identifying the type of task
more important to instruction or
assessment?
T YPES OF TASKS - S UMMARY
In the future, students must be able to
solve:
• Integrative and Practice Forward tasks
As well as:
• Traditional types of problems.
T YPES OF TASKS - S UMMARY
BIG Question:
How will you modify your instruction
to build student capacity for
successful completion of Integrative
Tasks and Practice Forward Tasks?
C HECK FOR
U NDERSTANDING
C HECK FOR
U NDERSTANDING
Group
members
should
stand one
behind
another.
H OT S EAT
Q UESTION #1
Which type of task is intentionally
designed to elicit one or more
Standards for Mathematical Practice
in connection to specified content
standards?
H OT S EAT
Q UESTION #2
Which type of task is best coded
to a cluster heading, domain,
grade or course rather than a
specific standard?
H OT S EAT
Q UESTION #3
The three principles of Universal
Design for Learning call for
instruction that provides
Multiple Means of:
Principle I: ______________
Principle II: ______________
Principle III: ______________
H OT S EAT
Q UESTION #4
Which set of standards describe the
varieties of expertise that
mathematics educators at all levels
should seek to develop in their
students?
H OT S EAT
Q UESTION #5
Which Unit Plan component
would include information on
prior learning that supports the
learning of the standards in the
unit?
BREAK
T
I
M
E
CURRICULUM
MANAGEMENT
SYSTEM
CMS - O UTCOME
Participants will watch a
demonstration of the
Curriculum Management
System (CMS).
EEA PROJECT
P ROJECT - O UTCOME
Participants will clarify
their questions about the
EEA Project requirements.
Project Choices
Professional
Power
Development
Point
Module
Lesson
Seed
Enrichment
Activity
Intervention
Activity
Power
PD
Module
Point
UDL
Activity
U NTIL
TOMORROW …
It’s time to be creative,
thoughtful, and
productive as you tackle
your Project which you
will share tomorrow!
Have fun!!