Transcript NEPF - RPDP
N E P F Nevada Educator Performance Framework Southern Nevada Regional Professional Development Program www.rpdp.net Secondary Mathematics Module 1 Part 2 Standard 1 Module for Mathematics Part I – What and Why Goal 1: What is Standard 1? Goal 2: What are the indicators for Standard 1? Part II – Implications for Mathematics Goal 3: What activities/instruction in the classroom would provide evidence of them? Goal 4: What specific plans can be designed to implement them? Explicit connections to prior knowledge? Are we creating links to student’s prior knowledge? Are we using humor to connect to prior knowledge? TEACHER HIGH LEVERAGE INSTRUCTIONAL STANDARDS AND INDICATORS STANDARD 1 STANDARD 2 STANDARD 3 STANDARD 4 STANDARD 5 New Learning is Connected to Prior Learning and Experience Learning Tasks have High Cognitive Demand for Diverse Learners Students Engage in Meaning-Making through Discourse and Other Strategies Students Engage in Metacognitive Activity to Increase Understanding of and Responsibility for Their Own Learning Assessment is Integrated into Instruction Indicator 1 The teacher activates all students’ initial understandings of new concepts and skills Indicator 1 The teacher assigns tasks that purposefully employ all students’ cognitive abilities and skills Indicator 1 The teacher provides opportunities for extended, productive discourse between the teacher and student(s) and among students Indicator 1 The teacher and all students understand what students are learning, why they are learning it, and how they will know if they have learned it Indicator 1 The teacher plans on-going learning opportunities based on evidence of all students’ current learning status Indicator 2 The teacher makes connections explicit between previous learning and new concepts and skills for all students Indicator 2 The teacher assigns tasks that place appropriate demands on each student Indicator 2 The teacher provides opportunities for all students to create and interpret multiple representations Indicator 2 The teacher structures opportunities for selfmonitored learning for all students Indicator 2 The teacher aligns assessment opportunities with learning goals and performance criteria Indicator 3 The teacher makes clear the purpose and relevance of new learning for all students Indicator 3 The teacher assigns tasks that progressively develop all students’ cognitive abilities and skills Indicator 3 The teacher assists all students to use existing knowledge and prior experience to make connections and recognize relationships Indicator 3 The teacher supports all students to take actions based on the students’ own selfmonitoring processes Indicator 3 The teacher structures opportunities to generate evidence of learning during the lesson of all students Indicator 4 The teacher provides all students opportunities to build on or challenge initial understandings Indicator 4 The teacher operates with a deep belief that all children can achieve regardless of race, perceived ability and socio-economic status. Indicator 4 The teacher structures the classroom environment to enable collaboration, participation, and a positive affective experience for all students NEVADA EDUCATOR PERFORMANCE FRAMEWORK – IMPLEMENTATION PHASE 1 Indicator 4 The teacher adapts actions based on evidence generated in the lesson for all students Standard 1: New Learning is Connected to Prior Learning and Experience Handout Review of the Indicators On your chart, record key words (in the column for Standard 1 Indicators) that will trigger your thoughts of what the indicator is about. Initial Understanding (Activate) Explicit Connections (Make) (Make clear) Purpose & Relevance (Provide opportunities to) Build on/Challenge Samples of Concepts for Instruction GEOMETRY ALGEBRA Systems of linear equations PREALGEBRA Pythagorean Theorem and the coordinate plane Properties and attributes of polygons ALGEBRA 2 Graph and write equations of hyperbolas MATH 6 MATH 7 Surface area of rectangular prisms Volume of rectangular prisms Handout Revisited For your course and identified concept, brainstorm a list of the skills students should have mastered prior to the start of the unit. Record this on your handout. Back to the handout…. On your chart record prior knowledge/skills required Time for Activity Algebra Systems of Linear Equations Let’s identify strategies/activities/instruction that produce evidence of connecting new learning to prior knowledge! Resources for Launching Your Lesson We have all used quick, simple links to prior knowledge. Daily warm-up questions displayed as students enter the classroom might be one example…. THIS IS A REFERENCE TO HELP YOU THINK OF MORE VARIED AND EFFECTIVE WAYS TO ACCESS PRIOR KNOWLEDGE! www.rpdp.net Math -> Middle School -> NEPF Secondary Math Resources Resource Reference List (abbrev) Peruse the resource lists and examples Choose a strategy new to you. Share that strategy with a colleague sitting near you. Commit to use that strategy next week in your classroom. Back to the handout…. Initial Understanding (Activate) Explicit Connections (Make) (Make clear) Purpose & Relevance (Provide opportunities to) Build on/Challenge On your chart record strategies, activities or instruction that could demonstrate the indicator for this concept in your classroom. NEPF: Evidence Indicators What Teachers Need to Demonstrate Indicator 1 Teacher activates all students’ initial understandings of new concepts and skills Mandatory Evidence Sources of Instructional Practice Optional Evidence of Instruction • Direct evaluator observation • One confirmatory item from optional evidence source • Lesson plan • Teacher pre/post conference • Student work What Teachers Need to Demonstrate Indicator 2 Teacher makes connections explicit between previous learning and new concepts and skills for all students Mandatory Evidence Sources of Instructional Practice Optional Evidence of Instruction • Direct evaluator observation • One confirmatory item from optional evidence source • Lesson plan • Teacher pre/post conference • Student classroom interviews • Student feedback (e.g., survey, writing) What Teachers Need to Demonstrate Indicator 3 Teacher makes clear the purpose and relevance of new learning for all students Mandatory Evidence Sources of Instructional Practice Optional Evidence of Instruction • Direct evaluator observation • Student classroom interviews • Lesson plan • Teacher pre/post conference • Student feedback (e.g., survey, writing) What Teachers Need to Demonstrate Indicator 4 Teacher provides all students opportunities to build on or challenge initial understandings Mandatory Evidence Sources of Instructional Practice Optional Evidence of Instruction • Direct evaluator observation • One confirmatory item from optional evidence source • • • • Lesson plan Teacher pre/post conference Student classroom interviews Student feedback (e.g., survey, writing) • Student work Student Work (evidence for Standard 1) Direct observation or in lesson plans (evidence for Standard 1) In a lesson you could show explicit connections to previous learning as shown in the following video clip. (If this was not observed, it would be evident in your lesson plans.) Multiplying Polynomials (Using Previously Learned Math Concepts) Bill Hanlon Explicit connections…. http://www.screencast.com/t/uqe6Tgcv5kF Connecting Arithmetic Sequences to Skip Counting, Charts, Ordered Pairs and Functions http://www.screencast.com/t/yFj290W9v900 Connecting Adding Fractions and Decimals http://www.screencast.com/t/mWpECJA5Z5 Connecting Polynomial Addition to Place Value & Expanded Notation Explicit Connections Resource: Linking Algebra with Basic Math Skills Entrance Card (evidence for Standard 1) You could model a warm-up as seen in the My Favorite No with Leah Alcala. “I put a warm-up problem on the board, hand out index cards to all the kids, have them write their answer. I collect it, and then I sort it, and I say "Yes, no, yes, no", and I look for my favorite wrong answer, or my favorite "no." And, we analyze that.” Student response chosen on video Resources RPDP website List of strategies: “Resources for Launching Your Lesson” For additional NEPF resources rpdp.net Select NEPF In this module… We have introduced and supplied a resource with strategies/techniques/activities to use in the classroom that would provide evidence of connecting new learning to prior learning. We have provided a template to help you make specific plans for future units/chapters/concepts to identify prior knowledge, implement the indicators, and choose strategies to address them. IN CLOSING…. Write a few sentences addressing what the following quote means to you: “If I had to reduce all of educational psychology to just one principle, I would say this: the most important single factor influencing learning is what the learner already knows.” Ausubel, D., Novak, J. & Hanesian, H. 1978, Educational Psychology: A Cognitive View, Holt, Rinehart and Winston, New York, p. 163.