Standard 3 Part 2 PowerPoint

January 20, 2018 | Author: Anonymous | Category: Science, Health Science, Neurology
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N E P F Nevada Educator Performance Framework Southern Nevada Regional Professional Development Program www.rpdp.net

Secondary Mathematics Standard 3 Part 2

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 3 Module for Mathematics Part 1 – What and Why  Goal 1: What is Standard 3?  Goal 2: What are the indicators for Standard 3?

Part 2 – Implications for Mathematics  Goal 3: What student learning tasks would provide evidence of the standard?  Goal 4: What specific tasks can be designed and/or adjusted to implement them?

Opportunities for extended, productive DISCOURSE between the teacher and student(s) and among students.

NEPF Standard 3

1

Use existing knowledge and prior experience to make connections and recognize relationships to further acquisition 3 of skills.

Students Engage in Meaning Making through Discourse and Other Strategies

Opportunities for ALL students to create and interpret multiple representations that engage student thinking. 2 Classroom environment enables collaboration, participation and a positive, affective experience for all 4 students.

THIS STANDARD IS SAYING THAT…

Students should be active in making meaning during their own learning. Teachers can support students’ meaning making by: 1) engaging them in productive discourse (Indicator 1); 2) involving them in creating and interpreting multiple

representations (Indicator 2); 3) connecting what they are learning to what they already know (Indicator 3); and 4) structuring a positive classroom environment to enable collaboration and participation (Indicator 4).

Showing evidence… MANDATORY EVIDENCE SOURCES OF INSTRUCTIONAL PRACTICE

OPTIONAL EVIDENCE SOURCES OF INSTRUCTIONAL PRACTICE

• DIRECT EVALUATOR OBSERVATION • ONE CONFIRMATORY ITEM FROM OPTIONAL EVIDENCE SOURCE • ONE ARTIFACT OF THE REPRESENTATION AND/OR ITS CREATION, INTERPRETATION, OR USE OF THE REPRESENTATION

• TEACHER PRE/POST CONFERENCE • TEACHER NOTES • AUDIO/VISUAL/PRINT ARTIFACT • LESSON PLAN • STUDENT WORK • STUDENT FEEDBACK

What do Teachers Need to Demonstrate as Evidence for Standard 3? LOOK FORS:

LISTEN FORS:

In teacher planning:

In class (teacher):

What artifacts are available that guide the planning of lessons?

How are students engaged in discourse?

Do teacher notes, student work, How effective are aspects of and collaborative activities show classroom environment, planning and forethought? routines, expectations, and communication?

In student work:

In class (student):

What is the quality and depth of How are students engaged in the discussions? discourse? Are verbal and/or nonverbal representations seen?

Is thinking externalized? Are arguments, explanations, and critiquing evident?

Teachers can support students’ meaning making by

providing opportunities for extended, productive discourse.

How do teachers promote this discourse?

Promoting discourse?!

We encourage discourse between teacher and student when we…

 Change from “How can I teach students to get the answer to this problem?” to “How can I use this problem to teach the mathematics of this unit?”  Ask How did you do it? How do you know your solution is correct? What would happen if (give a variation). . . . ?

How do we provide opportunities for discourse among students?… We can promote • interactive dialogue

• meaning-making • explaining, critiquing

• using logic and evidence to support or refute a claim

by engaging students in Simple Paired Activities • • • •

Homework Checking Pairs Think/Pair/Share Question and Answer Pairs Note-Checking Pairs

Group Activities • • • • •

Cooperative Learning Cubing I Have – Who Has Matching Problem Solving

Level of Engagement Check List Activity:_________________________

Activity Purpose/Benefit ___Hear ___See ___Say ___Do ___Write ___Problem-solve (Application) ___Organize information ___Solve ___Procedures ___Explain (to others/peers, class)

Resources for Standard 3, Indicator 1 Check our resource list for templates, descriptions, etc. for group activities. Look for Active Learning for Mathematics at www.rpdp.net > NEPF >math resources

Teachers can support students’ meaning making by

involving them in creating and interpreting multiple representations. How do we create tasks that challenge students to create and use these representations?

What are “representations”?

Challenge students to create and use representations that include:

models diagrams writing digital and print media images/visuals graphs and tables videos simulations patterns concept maps drawings

Mathematical Practice # 4:

Model with Mathematics Modeling is a common thread found at every grade level in the Nevada Academic Content Standards for Mathematics

What does Math Modeling Mean? This video addresses the mathematical practice Create a Mathematical Model from the Common Core. Students are often confused about what a math model actually encompasses. http://www.youtube.com/watch?v=Iew9nppByKs

Start at 0:20

NAG Use NAG to create multiple representations….

ALGEBRAICALLY

y=x GRAPHICALLY NUMERICALLY

x

y

1

1

2

2

3

3

MODELING: Strategies to Solve Ratio Problems  Common Core: 6.RP.3a, by Kathryn Newmark

 “Choose a strategy to solve ratio problems”  In this lesson you will learn to solve ratio problems by

choosing the strategy you like the best. http://learnzillion.com/lessons/591 Start at 1:36

MODELING: Simplify Square Roots Using Physical Models  Common Core: N-RN.2, by Lauren Burton  “Simplify square roots using physical models”  In this lesson you will learn how to simplify square

roots by examining physical models.

http://learnzillion.com/lessons/2859

Teachers can support students’ meaning making by

connecting what they are learning to what they already know. How do we create tasks that help students to make these connections?

Connect to Prior Knowledge How? Using graphic organizers; KWL charts, Venn diagrams, etc.

Sound familiar? The “prior knowledge” connection is NEPF Standard 1! Refer to the resource materials presented in the module for Standard 1.

Use a High Yield Strategy Identifying similarities and differences is the #1 high yield strategy for increasing student achievement.* STUDENTS SHOULD:

 Compare, classify, and create metaphors, analogies and

non-linguistic or graphic representations  Use Thinking Maps, T-charts, Venn diagrams, classifying, analogies, cause and effect links, compare and contrast organizers *Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement, by Robert Marzano (2001)

Venn Diagram: Compare & Contrast Topic: UNIQUE

UNIQUE

SAME

Summary:

More thoughts on making connections: Help students use their prior knowledge to draw analogies that support their understanding of the concepts.

Using Analogies in Math Classes To create analogies, students must understand relationships, such as comparing, contrasting, and sequencing. Start with a simple example from other disciplines. hot : soup as cold : _______ (ice cream) Then try: straightedge : line as compass : ______ (circle) ray : line as arc : ______ (circle) parallel : intersecting as acute : ______ (obtuse) 4 : 12 as 1 : ___ (3) ½ : 50% as ¼ : ___ (25%)

Additional Thought on Indicator 3 Recognize that students bring a variety of personal experiences to the classroom. For strategies to address this diversity, refer to the resource materials in the module for Standard 2!

Teachers can support students’ meaning making by

structuring a positive classroom environment to enable collaboration and participation How do we create such an environment?

Creating a positive classroom environment?

Building Classroom Community Teachers need to consider factors in classroom environment: Classroom Culture

Classroom Management

Norms

Student behavior

Routines

Resource provision

Expectations

Organization of physical space

Communication patterns

Encouraging environment?

Notes from brain research…  Once sensory information enters the

brain, it’s routed to one of two areas:  (1) the prefrontal cortex, what might be

called the thinking brain, which can consciously process and reflect on information; OR  (2) the lower, automatic brain, what might

be called the reactive brain, which reacts on information instinctively rather than through thinking.

 When a student is anxious, stressed, sad, frustrated, confused or bored, brain filters conduct the sensory information into their reactive brain.  If information gets routed to this reactive brain, it is unlikely the brain will process the

information or remember it. That is, unless a positive mood is restored, the student won’t be learning much on this particular school day.  THEREFORE, if a student is stressed, they CAN’T use their thinking brains…

Classroom-related stressors must be eliminated to enable collaboration, participation, and a positive experience for all students.

Standard 3 in action While watching the following video clip, look for:  Students working collaboratively  Discourse  Viable suggestions/arguments  Sharing ideas/thoughts  https://www.teachingchannel.org/videos/thin

k-pair-share-lesson-idea

Think-pair-share video

Did the activity (in the video) address...

Standard 3: Students Engage in Meaning-Making through Discourse and Other Strategies  Productive discourse?  Multiple representations?  Prior knowledge and experience?  Conducive environment for collaboration?

In summary...

Connect what students are learning to what they already know

Engage in productive discourse

Teachers support students in making meaning of their own learning Structure a positive classroom environment to enable collaboration & participation

Involve students in creating & interpreting multiple representations

“3 – 2 – 1” What evidence of Standard 3 can you visualize in your classroom? Name 3 artifacts you are already using. What new strategies or ideas (using Standard 3) do you think you could use in your classroom? Give 2 such examples. Commit to using a new strategy. What 1 strategy will you employ?

NEPF Standard 3:

Students Engage in Meaning Making through Discourse and Other Strategies

For additional NEPF resources rpdp.net

Select NEPF

View more...

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