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Moanalua Complex - Hawaii
 

Moanalua Complex - Hawaii

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Presentation at Hawaii Okinawa Center, Oahu

Presentation at Hawaii Okinawa Center, Oahu

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    Moanalua Complex - Hawaii Moanalua Complex - Hawaii Presentation Transcript

    • Hawaii Public Schools M o a n a l u a C o m p l ex A re a Professional Development on Singapore Math Dr. Yeap Ban Har Marshall Cavendish Institute Singapore yeapbanhar@gmail.com Slides are available at www.banhar.blogspot.com www.facebook.com/MCISingapore Marshall Cavendish Institute www.mcinstitute.com.sg
    • Teaching Through Problem Solving Assessing Differentiating Remediation Enrichment Acceleration
    • www.banhar.blogspot.com This seminar focuses on issues on pacing and differentiated instruction. Assessment and teaching through problem solving are secondary themes in this customized course. This professional development is equivalent to MAP114 Differentiated Instruction in Primary Mathematics incorporating Enrichment and Remediation in Primary Mathematics. www.facebook.com/MCISingapore
    • Improving Low Student Achievement
    • “Upon separation from Malaysia in 1965, Singapore was faced with … high levels of unemployment and poverty. 70% of Singapore’s households lived in badly overcrowded conditions, and a third of its people squatted in slums on the city fringes. Unemployment averaged 14%, GDP per capita was less than $2,700, and half of the population was illiterate. “
    • Score 1960-1970s 1980s 1990s 2000s 500’s Japan Hong Kong Japan Korea Hong Kong Japan Korea Singapore Hong Kong Japan Korea Singapore 400’s Thailand Philippines Singapore Thailand Malaysia Thailand Malaysia Thailand Indonesia Philippines Indonesia Philippines 300’s | Hanusek, Jamison, Jamison & Woessmann 2008
    • Country GDP per capita in current USD 2012 Singapore 60,800 Malaysia 16,800 Thailand 9,500 Indonesia 4,900 Philippines 4,400 Source | IMF
    • | Hanusek, Jamison, Jamison & Woessmann 2008
    • Score 1960-1970s 1980s 1990s 2000s 500’s Japan Hong Kong Japan Korea Hong Kong Japan Korea Singapore Hong Kong Japan Korea Singapore 400’s Thailand Philippines Singapore Thailand Malaysia Thailand Malaysia Thailand Indonesia Philippines Indonesia Philippines 300’s | Hanusek, Jamison, Jamison & Woessmann 2008
    • Country % of Low Performers % of High Performers Mean Singapore 8.3 40.0 573 Vietnam 14.2 13.3 511 Thailand 49.7 2.6 427 Malaysia 51.8 1.3 421 Indonesia 75.7 0.3 375 OECD 23.1 12.6 494 | PISA 2012
    • Country % of Low Performers % of High Performers Mean Shanghai 3.8 55.4 613 Singapore 8.3 40.0 573 Hong Kong 8.5 33.7 561 South Korea 9.1 30.9 554 Japan 11.1 23.7 536 Finland 12.3 15.3 519 OECD 23.1 12.6 494 | PISA 2012
    • What is Essential in Mathematics Literacy What should students be learning in mathematics and what are the implications for classroom practices?
    • What is Essential in Mathematics Literacy What should students be learning in mathematics and what are the implications for classroom practices? communication metacognition number sense visualization patterns
    • What is Essential in Mathematics Literacy Let’s look at what international assessment (PISA) for 15-year-olds and Smarter Balanced Assessment for Hawaii State test suggest.
    • Source | PISA2012
    • Source | PISA2012
    • Source | PISA2012
    • Source | PISA2012
    • Source | PISA2012
    • | Smarter Balanced Assessment
    • | Smarter Balanced Assessment
    • | Smarter Balanced Assessment
    • | Smarter Balanced Assessment
    • | Smarter Balanced Assessment
    • What is Basics? The state standards (in this case Common Core State Standards) outline what the basics are. In the next three examples, the standards suggest that (Kindergarten) knowing that 12 is 10 and 2 is basic, (Grade 5) being able to add and subtract mixed numbers with different denominators is basic and (High School Algebra) being able to solve simple equations is basic.
    • | Common Core State Standards
    • | Common Core State Standards
    • What Does Teaching for Relational / Conceptual Understand Look Like?
    • Teaching for Meaning Making Concrete Materials Students are given bags of 6 beans each Anchor Task How many beans in 4 such bags? Students Talking Multiple Responses Count all Repeated addition Multiplication Board Writing Student Journal Meaning Making 4 x 6 is the same as 4 bags of 6 beans. Also linking new materials (multiplication) to old materials (addition).
    • Teaching for Meaning Making How do I know if I have taught in a meaningful way? • Link to previous knowledge • Link to a concrete scenario • Students can extend their thinking.
    • Teaching for Meaning Making
    • Teaching for Meaning Making Use of Textbooks Suggest the kind of anticipated responses (add another six, double, associative property and subtraction strategy) As a reflection tool for students at the end of the discussion (“Let’s see how they do it.”)
    • Four Critical Questions in Planning Lesson
    • What do I want students to learn How do I know they have learned it What if they cannot learn it they already learned it | DuFour 2004
    • What’s My Anchor Task? Anticipated Responses Differentiating Remediation Enrichment Acceleration
    • What’s My Anchor Task?
    • the anchor task is modified Ming made 4 trays of Christmas cookies. There were 24 cookies on each tray.
    • anticipated responses Level Low Average High Response • Count all • 24 + 24 + 24 + 24 • 4 x 20 + 4 x 4 • Use 4 x 25 • Use doubling strategy
    • advanced learners 4 allows advanced learners to use doubling strategy (mental strategy). The changes are not structural but superficial to make the context current (Christmas) and relevant (rolls of films, seriously?) 4 and 24 allows advanced learners to use 4 x 25 to do 4 x 24. Another differentiated strategy for advanced learners is to ask students to pose another word problem for 4 x 24 Struggling learners may use repeated addition. Alternatively they should be able to figure out 4 x 4 and 20 x 4. Use of concrete materials helps them. struggling learners
    • Anchor Task Make a play zoo using some animal figurines. Talk about the animals. “There are five ducks. Four ducks in the pond and one not in the pond.” “Two big lions and three small ones make five lions.” “Three blue birds and four red ones make seven birds.” Do the same with the animals on this page. Anticipated Responses Expected Find total by counting all. Exceeded Find total by counting on. Find total using other sophisticated methods. Find total suing number facts For Struggling Learners They may need to see how it is done through teacher modeling or peer modeling. For Advanced Learners Is there another way to find the total number of ducks? Can you write it down? Five parrots and four cats is …?
    • Differentiating for Struggling Learners For Struggling Learners 351 is renamed as 300 + 30 + 21 before the partial division is done. This helps students who lack metacognition and cannot manage switching between renaming and dividing in the standard algorithm.
    • Differentiating for Struggling Learners For Struggling Learners Using childlike, informal representation instead of the long division format.
    • Three Part Lesson Anchor Task
    • Three-Part Lesson  Anchor Task  Guided Practice  Independent Practice
    • Do you recall why the denominator was spelt out?
    • Do you recall what are some strategies to differentiate instruction both struggling as well as advanced learners?
    • Do you recall how word problems were read to help students develop metacognition?