Secondary mathematics   wednesday august 22 2012
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Secondary mathematics wednesday august 22 2012

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Using CSCOPE for Instructional Planning - a PowerPoint outlining how to use the YAG, TEKS Verification Document, IFD, VAD, and EITG for effective lesson planning.

Using CSCOPE for Instructional Planning - a PowerPoint outlining how to use the YAG, TEKS Verification Document, IFD, VAD, and EITG for effective lesson planning.

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  • If kids are missing a concept . . . What are the supporting stds that are related?Principals, you don’t have content area expertise to do this.This is what curriculum experts are for.Shows graphically how an SE develops over time.

Secondary mathematics   wednesday august 22 2012 Secondary mathematics wednesday august 22 2012 Presentation Transcript

  • Brea C. Ratliff, DeSoto ISD Math Supervisor
  • What do you believe about how students learn?
  • Step 1 Knowledge of Students1. What is the data saying about the students?2. How will the teacher observe the students’ learning styles while teaching these units?3. What background knowledge will students need to have in order to master these units?
  • Deconstructing the TEKS Math TEKS (Link to the TEA website)  Be sure to review the new Math standards ASAP.
  • Staying “On Target” With the TEKS IntroductionGrade Level or or Basic Course Understanding Strand Reporting Categories (STAAR) Objectives (TAKS) Subject Area
  • List the strands for Algebra 1. Is this a student expectation or a knowledge Under which grade level would you find this and skills statement: introductory statement: “The student adds, subtracts, multiplies, or “The primary focal points at Grade __ are divides to solve problems and justify using direct proportional relationships in solutions.” number, geometry, measurement, and Explain why. probability...” True or False: Reporting Categories, True or False: There is no direct / explicit Where in the TEKS would you be able to find Strands, and Objectives are exactly the link to Geometry written in the Algebra II information about the Process Standards for same. Explain why. TEKS. Explain why. the EOC tested courses?Is this a student expectation or a knowledge List two 5th grade student expectations that “The student is expected to determine the and skills statement: are indicators of Algebra Readiness. domain and range of functions using graphs, “The student is expected to collect and tables, and symbols.” organize data, make and interpret Which grade level or course does this applyscatterplots, fit the graph of a function to the to? data, interpret the results, and proceed to model, predict, and make decisions and critical judgments.” Explain why. Under which course would you find this Is this a student expectation or a knowledge True or False: There is no introductory basic understanding: and skills statement: statement for Algebra 1. “Students use a variety of representations “The student applies logical reasoning to (concrete, pictorial, numerical, symbolic, justify and prove mathematical statements.”graphical, and verbal), tools, and technology Explain why. (including, but not limited to, calculators with graphing capabilities, data collection devices, and computers) to solve meaningful problems…”
  • Step 2 Year-at–a–Glance (YAG) and the TEKS Verification Document1. Which units are being taught?2. What are the concepts of focus and student expectations addressed in each unit?3. Is the suggested time for teaching these units reasonable? (Explain)
  • CSCOPE Instructional Focus Documents are used to group thespecified standards from the Vertical Alignment Documents andthe Year-at-a-Glance into a logical sequence for instruction. Pacing Information Included in the Introduction of the TEKS; “Before / During / After” ; Research; Mistakes in Learning Tool to Show Learning Strands; Key Words from Purpose for Knowledge and Skills or Has Taken Place Student Expectations Learning Knowledge and Skills Statements; Cognitive Processes and LIMITED Student Expectations Examples from VAD
  • Performance Indicator Rubric Reasoning and Proof Problem Solving Communication NCTM Process Standards Representation Connections
  • Step 3 Instructional Focus Document (IFD)1. Describe the instructional rationale. How will the teacher engage the students and make the concept relevant for learning?2. Which resources are most appropriate for teaching these units?3. Master Teachers Know This…If we know the kinds of misconceptions students develop as they learn these concepts, when will it become apparent and what will be done to correct them?4. How will academic vocabulary be introduced and taught?5. What should students be able to do by the end of the unit? How does the Performance Indicator evaluate student learning?6. How else could the student expectations within these units be presented so students avoid becoming “sample item” dependent?
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  • The Gap Grade 5 Grade 6 Grade 72012-2013 No treatment of integers “Use integers to represent real life situations” 6.1C “Use models, such as concrete objects, pictorialCurrent TEKS models, and number lines to add, subtract, multiply, and divide integers and connect the actions to algorithms” 7.2C2013-2014 No treatment of integers “Use integers to represent real life situations” 6.1C “Use models, such as concrete objects, pictorialCurrent TEKS models, and number lines to add, subtract, multiply, and divide integers and connect the actions to algorithms” 7.2C2014-2015 No treatment of integers “represent integer operations with concrete No treatment of integersNEW TEKS models and connect the actions with the models to standardized algorithms” “add, subtract, multiply, and divide integers fluently”
  • Step 4 Vertical Alignment Document (VAD)1. What do students learn in the previous two grades to prepare them for these concepts?2. How will students use this knowledge in the next grade level / course?
  • Enhanced InstructionalTransition Guides (EITGs) EITGs are an extension of the IFDs and provide the following:  lesson descriptions  specified standards with strikethroughs  identified instructional vocabulary  defined materials lists  modeled 5E instruction  detailed instructional procedures and/or examples  specific teacher notes  aligned handouts/attachments
  • Step 5 Unit Assessments and Enhanced Instructional Transition Guides (EITG)1. How do the Unit Assessments determine the level of specificity and rigor which need to be included in the teacher’s instruction?2. Explain how the Exemplar Lessons / activities extend the knowledge specified in the Instructional Focus Document.
  • Final Steps… Step 6 Step 7 Plan Instruction Teacher Reflection1. What materials will the teacher need in order to effectively teach each lesson? 1. What did students learn? Cite2. How will the teacher provide and activate background knowledge for each lesson? evidence.3. What thought provoking questions will the 2. What, if anything, would you do teacher ask the students during each differently? lesson?4. How and when will the Math Journal be 3. What are the next steps for used for instruction? instruction and RTI?5. How will the teacher use the Spiral Reviews?
  • Collaborative Planning  Form a group with other teachers from your grade level or course.  Use the “Steps For Planning Instruction Using CSCOPE” Template to plan instruction for the 1st Six Weeks
  • Collaborative Planning Goals / Objectives 1. You will have 45 minutes to complete at least Steps 1 – 5 with your group. (Each person should write on his / her own template)  Augment the Exemplars Standards- Based Math Rubric for your PI  Use the iPads to access the Vertical Alignment Documents from CSCOPE, Lead4Ward, and Houston ISD 2. Create a poster size flow chart which highlights the main ideas from your session – be prepared to present your work.
  • Vertical Alignment Equity (Who we teach) Content Pedagogy (What we (How we teach) teach)
  • Math Non Negotiables (Secondary) November 2012 •Full Implementation October 2012 of all Math Non- Negotiables •Talk Moves September – October 2012 •4 Step Problem Solving Model •Technical ReadingAugust 2012• CSCOPE Documents• Math Journals• Formative & Summative Assessment
  • Self Assessment