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    New Teachers 2012 New Teachers 2012 Presentation Transcript

    • K-5 Math & Science New Teacher Institute Welcome! We re excited to do math & science with you! Please make a name tag with your first name on it!Kimberly Beane K-5 Supervisor of Math & Science Katie Costello kbeane@somsd.k12.nj.us K-5 Math Specialist 973-769-2413 kcostell@somsd.k12.nj.us 973-476-8440
    • Agenda  &  Goals  •  Math  Learning  Difficul7es  •  Math  Pedagogy  and  Strategies  •  Math  Instruc7onal  Formats  and  Minutes  •  Math  Differen7a7on  and  Individualiza7on  •  Materials,  Assessment,  Homework  •  Science  Curriculum  Overview    
    • Math  Learning  Difficul7es  ✭  The  math  learning  difficul7es  you  think  you  will  encounter  this  year  Discuss:  Which  learning  difficul7es  are    “High  Impact”  on  future  math  learning?  
    • Strategies  for   Math  Learning  Difficul7es  Select  instruc7onal  strategies  that  target  “High  Impact”  math  learning  difficul7es  
    • Pedagogy:  C-­‐P-­‐A  Jerome  Bruner’s  research  proved  that  instruc7onal  strategies  build  understanding  for  students  when  they  move  from…      •  Concrete  (manipula7ves)  to    •  Pictorial  (visual  models  or  drawings)  to  •  Abstract  representa7ons  (numbers,  symbols)  
    • Pedagogy:  Rela7onal  Understanding   Richard  Skemp’s  research  proved  that  for  long  term  learning  to   occur  rela4onal  understanding  is  more  successful  than   instrumental  learning.   Rela4onal  Understanding   Instrumental  Understanding  Conceptual   Procedural  WHY  before  HOW   How  One  to  One  Correspondence   Oral  Coun7ng  Quan77es  and  Values   Wri7ng  numbers,  Spelling  numbers  Each  piece  RELATES  to  all  others   Isolated  steps  or  steps  without  meaning          Reading  with  understanding   Phone7c  or  word  calling  
    • Pedagogy:  Perceptual  Variability  Zoltan  Diene’s  research  proved  that  children  gain  the  most  conceptual  understanding  when  they  are  exposed  to  a  concept  through  a  variety  of  materials  or  experiences.   Perceptual  Variability   ? z! ;! p! /! " q!
    • Reflec7ng  On  Pedagogy  Select  one  strategy  for  addressing  math  learning  difficul7es.    Discuss  how  it  connects  to  Singapore  Math  Pedagogy…   v Concrete-­‐Pictorial-­‐Abstract  (Bruner)   v Rela7onal  Understanding  (Skemp)   v Mul7ple  Representa7ons  (Dienes)  
    • Beginning   Look  &  Say  (Math  Talk)  Count  together  One  to  One  Corr.  Intermediate  Student  counts  Touching  objects  Transi7oning  from  manipula7ves  Advanced  Group  similar  objects  Grouping  for  coun7ng  Making  number  bonds  Challenge  Coun7ng  beyond  pic  If  one  more  frog…  If  one  less  frog…  Making  stories  
    • Kindergarten  Anchor  to  5.    Bonds  to  5.  
    • K  &  1st  Anchor  to  10.  Bonds  to  10.  
    • Number Lines make Number Sense[wwwwwwwwwwwwwwwwwwwwww]! y u r!
    • Composing  &  Decomposing  Numbers  
    • Decomposing  Numbers  
    • Composing  Numbers   V! C!
    • Mental  Math  Strategies  
    • Place  Value  Strips  1.    Find  a  partner  to  compose  one  of  these  numbers:      61        42          23          35        14        56      2.    With  your  partner  say  these  about  your  number:   a.    ____  tens  and  ____  ones  make  _____   b._____  +  _____  =  _______      
    • Place  Value  Strips   3.    Find  another  pair  to  add  these  numbers  mentally:      61  +  35  =      42  +  23  =      56  +  14  =    4.  Use  the  hundreds  around  the  room  (and  a  partner)                  to  make  these  numbers…   142   361   523   435   614   256      
    • Place  Value  Strips   5.  Come  to  the  front  of  the  room  and  put  the                3-­‐digit    numbers  in  order  from  least  to  greatest.      6.      Find  another  pair  to  add  these  numbers  mentally:      435  +  361  =      523  +  142  =      256  +  614  =      
    • C-­‐P-­‐A  &  Tradi7onal  Algorithms  
    • Base  Ten  Blocks:  +  -­‐  x    ~    Solve  these  problems  using  base  ten  blocks…          267        423    +645        -­‐  265                    33   69  ~ 3  =   x      4   (3  equal  groups)            
    • Place  Value  Chips:  +  -­‐  x    ~    Solve  these  problems  using  place  value  chips…          267        423    +645        -­‐  265                    33   69  ~ 3  =   x      4   (3  equal  groups)            
    • Math  Instruc4onal  Blocks  and  Minutes   K-­‐1   2-­‐5  
    • !"#$%"$#&()*!"#$%&%()*+,+&,,-. /#01&,234 $ -."($/0$ !"#$%&$$()*#$ • 123)24$0"23)567$82775*$5"$"2823.*9$:5*92*9$ !"#+,&$,$()*#$ • %+;$0"5<82(7$5"$=6279)5*7$ • !"#$%$>)7:677$0"23)567$82."*)*?$)*792.@$5A$"23)24$0"5<82(7$ $ $ pB2.:C2"$D5@28)*?$ !"#$%&$,$()*#$ • >)"2:9$)*79"6:9)5*$ !"#+,&$%,$()*#$ • -C582$:8.77$ • /72$(.*)068.9)327$4C2*$0):96"2@$)*$9C2$92E9$ $ $ w$!6)@2@$G".:9):2$ • H96@2*97$45"I$)*$0.)"7J$4)9C$(.*)068.9)327$4C2*$*22@2@$ !"#$%&$F$()*#$ • B.7I7$:5(2$A"5($9C2$796@2*9$92E9$$ !"#+,&$F$()*#$ • H5869)5*7$676.88K$32"<.8$5"$5*$@"K$2".72$<5."@7$ • L88547$A5"$2""5"7J$728A$:5""2:9)5*J$.*@$@)7:677)5*$ • B2.:C2"$(5*)95"7$796@2*9$6*@2"79.*@)*?M"2.@)*277$$ $ $ ! N*@202*@2*9$-5"I$ • H96@2*9$@2(5*79".92@$6*@2"79.*@)*?$@6")*?$0".:9):2$ !"#$%&$,$()*#$ • H96@2*9$"2.@K$95$45"I$)*@202*@2*98K$ !"#+,&$%F$()*#$ • B.7I7$:5(08292@$)*$9C2$796@2*9$45"I<55I$ • L7727727$)*@)3)@6.8$796@2*9$6*@2"79.*@)*?$.*@$"2.@)*277$A5"$9C2$*2E9$ 82775*$ $ $ O8576"2$ +;$()*#$ • H6((.")P27$9C2$<)?$)@2.$5A$9C2$82775*$ • -C582$:8.77$@)7:677)5*$ $!
    • Instruc4onal  Minutes   Mon.   Tues.   Wed.   Thurs.   Friday  60  min.   Math   Math   Math   Math   Math  60  min.   Reading   Reading   Reading   Reading   Reading  60  min.   Wri7ng   Wri7ng   Wri7ng   Wri7ng   Wri7ng  30  min.   Sci  or  SS   Sci  or  SS   Sci  or  SS   Sci  or  SS   Sci  or  SS  30  min.   Indiv.  Math   IMI   IMI   IMI   IMI   Instruc7on  60  min.   Special   Special   Special   Special   Special  
    • Differen4a4on  vs.  Individualiza4on   60  Minute     30  Minute   Math  Lesson    Individualized  Math  Instruc7on       Follows  curriculum   Meets  child  where  he/she  is       Covers  all  standards   Focuses  on  founda4onal  skills       New  content   Familiar  content       Similar,  4ered  tasks   Individualized  tasks      Same  concept  for  all   Concepts  individualized      
    • Scoring  and  Progress  Reports  
    • Homework  K-­‐1  •  Number  Sense  Games  or  Hands-­‐on  Tasks  •  Fact  Games  •  Online  Games  and  Tasks  (LiveBinder,  Math  in  Focus)    Gr.  2-­‐5  •  FACT  PRACTICE  Online  Games  and  Tasks  (LiveBinder,  Math  in  Focus)  •  Extra  Prac7ce  of  what  has  been  taught    •  Extension  word  problems  of  what  has  been  taught  •  Blackline  masters    from  district  instruc7onal  materials    
    • Kim’s  Math  PD  Resources   Find  ALL  of  Kim’s  PowerPoints  by  searching  Kbeane   on  SlideShare.net.   hjp://www.slideshare.net/KimberlyBeane/presenta7ons     Find  ALL  of  Kim’s  STEM  LiveBinders  by  searching   Kbeane  on  LiveBinders.com   hjp://www.livebinders.com/shelf/search_display_author? terms=KBeane     Follow  Kim’s  educa7onal  research,  policy,  and  STEM   tweets  @KimberlyLBeane     For    STEM  updates,  PD  discussions,  and  general   collegiality  friend  Kimberly  Beane  on  Facebook