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NCTM Boston April 2015 Model Digital Learning with RTI & STEM to address A Concept-Driven, Diverse Learning Environment R. Neufeld .. www.neufeldlearning.com STEP 1: The Learning Environment Change the mindset from “remembering how” to “understanding why” Reach All Through Tiered Lessons Instructional Paradigm Shift: Students Watch Less. Do More! “Active learning practices have a more significant impact on student performance than any other variable, including student background and prior achievement.” Dr. Brigid Barron and Dr. Linda Darling-Hammond, Stanford University Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning Good Mathematics is: -not about how many answers you know. -but about what you do when you don’t know answers. Encourage “GRAPPLING” Team Leaders/Administrators • convince teachers to teach for understanding. • prepare parents for the fact that teachers may not be providing all of the answers. • prepare parents that students will be grappling with challenging material. • note answers are important but not sufficient. build it talk it draw it write it OWN IT!! Create a self-paced approach but within a multiple approach opportunity. Build it, Draw it, Talk it, Write it … OWN IT!! The Curriculum: • envisions a higher level of rigor based on a deeper understanding of a pared down number of curricular objectives. • poses a challenge for teachers who must not only be fluent in content but also attain the particular pedagogy to be able to convey it to their students. The Emphasis is on: • students doing mathematics. • students demonstrating thinking and learning. • students grapple with challenging tasks in a learning environment that will support equity in schools. Students: • Engage in Discourse. Students articulate their own ideas and seriously consider their peers’ perspectives as a way to construct mathematical understandings. • Encourage students • to listen carefully to one another’s ideas • to disagree and question with respect … “ I beg to differ!” … “ Excuse me. Can we talk about that?” Teach students to : • Use Effective Questions • • • • • Show me another way … How are these the same / different … What would you do if … Why did you … What else could you have done … • Use Productive Talk Moves • • • • • Revoicing - Repeating and asking for clarification Repeating - Students restate someone else’s reasoning Reasoning - Apply their reasoning to another’s reasoning Adding on - Prompting for further participation Waiting - “Take your time. We will wait.” Challenges for Teachers • Broad ability ranges within a class • Need for differentiated instruction - RTI • Wide range of literacy skills • Diverse learning styles • Teachers are being asked to teach in ways that they were never taught. • Need to “go deep” and teach with understanding. Teachers must be able to… • Unpack familiar math concepts to lead to understanding. • Require knowledge of an explanation of a concept. • Understand methods and solutions different from their own. STEP 2: The Vision in 2008: • To Design a concept-driven learning platform to support the diversity of teachers, students and parents in their construction of math knowledge. • To Design a platform to reach every student and teacher … anytime and anywhere. • To Design a platform aligned to the curriculum and modeled on a 3 part lesson to involve activities from concrete to abstract, integrating multiple approaches, entry points and representations. STEP 3: Realizing the Vision .. 2015 UMath X, the 10th version of Understanding Math, is a diverse, digital learning environment that includes browser based software and related resources to offer 100% coverage of curriculum. Frameworks for Learning are 3 part content-driven lessons to model a wide variety of implementations of UMath X to create diverse learning environments. • Get Started • Work at It • Reflect and Connect UMath X, a learning environment: • supports constructivist thinking. People build their own understandings and knowledge of the world through personal and collaborative experiences that encourage reflection. • demonstrates differentiated instruction through an interactive multi-sensory approach. • uses multiple entry points and seamless integration to support both content and instruction. . . . . . . . Step 4: MODEL the Process: Whole Group..or..Small Group-differentiate .or..One on One NCTM Boston • Login to www.neufeldlearning.com for short video tutorial. • Login to UMath X .. www.neufeldlearning.com/preview • Use generic login .. student and generic password .. studentpwd • Select concept to be taught in UMath X menu or in Curriculum Menu • Select a framework to model teaching with diverse approaches. Samples: **CCSS Menu UMath X Menu Frameworks 7.G.02.06 Polygons Broken Into Simpler Shapes tier 1, tier 2, tier 3 6.G.01.01 Area of a Trapezoid .. 4 ways tier 1, tier 2, tier 3 7.RP.01.03 Estimation Using Proportions tier 1, tier 2, tier 3 7.RP.01.02c Ratio Table – Introduction tier 1, tier 2, tier 3 8.F.02.04 Linear Relations – Elastic Fractions tier 1, tier 2, tier 3 8.EE.02.06 Similar Triangles & Slope tier 1, tier 2, tier 3 8.F.02.05 Interpreting Graphs Without a Scale tier 1, tier 2, tier 3 Note .. See document “Model Digital Learning with RTI & STEM…”NCTM Boston **or use .. 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