AQT February PLC 2012


Published on

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • 15 minutes
  • AQT February PLC 2012

    1. 1. • Sign In• Complete Item Analysis tool• Make predictions for data (Data Dialogue prompts) PUHSD February 9, 2012
    2. 2. PUHSDFebruary 9, 2012
    3. 3. • Turn calculator on• Click 5 Settings• Click 5 Login• Sign into the calculator with your given username and password• Answer the quick poll and hit submit. Then you can log out and share the calculator with another team member
    4. 4. What do you predict to be the mostmissed?• Pick one the of the most missed items and analyze the question • What was the student misconception? • How can you address the misconception? • What task would support developing this
    5. 5. How do you create rich learning experiencesthat meet the demand of CCSS?
    6. 6. • The Common Core proposes a set of Mathematical Practices that all teachers should develop in their students. These practices are similar to the mathematical processes that NCTM addresses in the Process Standards in Principles and Standards for School Mathematics.
    7. 7. • Your table is assigned a specific mathematical practice.• Student Actions Teacher behaviors needed to help facilitate this practice
    8. 8. Lesson Planning Secret # 1: How was students’ prior knowledge addressed in creating the lesson? Lesson Planning Secret # 2: How much of the lesson / material was covered through student exploration or student questioning (instead of didactic lecture)? Lesson Planning Secret # 3: What kinds of varied activities were used to engage students and stimulate intellectual rigor? Lesson Planning Secret # 4: What kinds of in class formative assessments were used to form the lesson as well as evaluate the effectiveness of the lesson? 6 secrets to Lesson Planning Secret # 5: Reflect on the depthlesson planning of conceptual understanding of the content demonstrated by the students. • How did the lesson provide for high cognitive demand task opportunities? Lesson Planning Secret # 6: Reflect on the processes that students were asked to use to manipulate information, arrive at conclusions, and evaluate knowledge claims. • How do students communicate their ideas to each other?
    9. 9. Goal 1: What are rich mathematical tasks?• How can we encourage higher-order thinking skills? How do tasks support problem-solving?Goal 2: How do we implement rich mathematical tasksin the classroom?• What questioning strategies do we use?• What do teachers do to support learners engaging in rich mathematical tasks?
    10. 10. 1. If you graph the ordered pairs (d, F) from the table, they lie on a line. How can you tell this without graphing it?2. Prove that the line in F 2.25d 1.5 question 1 has equation:3. What do the 2.25 and the 1.5 in the equation represent in terms of taxi rides?
    11. 11. 4 Strategies to modify our current questioning practices –This is a starting point to engage in the CCSSMathematical practices Here is the answer, Make up your own what could the question be? What if? All answers
    12. 12. Here is the answer, Make up your own what could the question be? Create three problems that you need to apply two or more properties The roots of an of exponents toequation are 2 and 3. simplify. Be sure toWhat is the equation? justify why you need to apply those properties.
    13. 13. What if? All answers What if I changed thevalue of a to a number How many possible greater that 1? What solutions are there? would happen to the graph? 2 y ax bx c
    14. 14. Team Planning Questions that Promote CCSS Mathematical Practices As we develop common tasks and problems to be used during the unit, we should consider:• Is the problem interesting to students?• Does the problem involve meaningful mathematics?• Does the problem provide an opportunity for students to apply and extend mathematics?• Is the problem challenging for students?• Does the problem support the use of multiple strategies or pathways for solution?• Will students’ interactions with the problem and with peers reveal information about students’ mathematics understanding? CCSS in a PLC (2012)
    15. 15. • Three PLC dates (September, February and April)• Register for testing on the ning• If you are new to AQT/GQT, submit a pacing calendar and syllabus for course approval by Friday October 28th.• Students take Midterm in late December or early January and you must bring all student work with you to the February meeting
    16. 16. • Next PLC date is April 17 or 19th.• Complete spreadsheet and return to Mona electronically by Thursday 3/29/12• Answer documents and 1 copy of the exam will be distributed at the April PLC and you or a representative must attend
    17. 17. • What are three things I learned? • What are two things I would like to more about?AQT/GQT • What is one thing that I am still confused about?