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  • 8:30-8:45 Introduction, hello, standards, and outline of our work together, slides 2-5 Hand out paper pads for notetaking No handouts, just PPT
  • We will go through the process together to introduce the idea of analyzing the assignments you assign students, learn from them what they know and don’t know, work as a cadre to look at student work in the future.
  • “ How do we represent in mathematics?” Participants work in small groups to identify different ways we represent ideas in mathematics Participants share out different ways to represent mathematical ideas, with the rule of no repeats. Focus on having participants include number, algebra, graphical, and sentence. The goal of this slide is to have participants understand the variety of different ways we communicate ideas mathematically and to begin to understand that we need to not only expose students to each representation but to incorporate instructional routines that develop student capacity to communicate in a variety of ways.
  • Transition, into the Content Literacy discussion of a balance between reading/writing/speaking-listening and the use of vocabulary in enabling students to rigorously communicate in your classroom.
  • Research indicates that if students don’t have goals, and aren’t monitoring their own progress they are significantly less likely to show improvement and the improvement they do show is less transferrable (less flexible) I would err on the less side here and find an amount that works with your group/class. 5 th grade may need more, 8 th much less. Include gaming in the practice as much if not more than rote memorization. If a significant population have iPods/Smartphones there are a lot of games you can request they download and let them play those. Their monitoring can be levels on a game, high score competition on different apps it does not have to be worksheets! (ESPECIALLY IF YOU DON’T WANT TO TURN THEM OFF TO MATH) This is the most missed piece. Students who struggle don’t just struggle because they don’t study some don’t have the framework in place to either remember or make connections, introduce them to add-on strategy, regrouping, count back, etc. and let them explore master that strategy so they can flexibly apply it to different settings. This can be a mad minute, it can be an online assessment that is easy to grade, it can be

Transcript

  • 1. Cadre Day 1 Southern Indiana Deanery: Focus on Mathematics Instruction
  • 2. Standards for the Day
    • Deepen understanding of new Common Core State Standards for mathematics
    • Create understanding of using multiple representations and approaches to problem solving
    • Apply a variety of strategies to support and promote the learning of mathematics
  • 3. Agenda
    • Revisiting August 3-4, Focus on Discourse
    • Formative Assessment- Student Work Sorting Protocol
    • Developing Proportional Reasoning
    • Number Sense/Computational Fluency Development
  • 4. Follow-Up Dates
    • September 28 th Cadre Day
    • October 25 th 5 th - 6 th Coaching Day
      • Co-teaching lesson, interested?
    • November 3 rd 7 th - 8 th Coaching Day
      • Co-teaching lesson, interested?
  • 5. Workshop
    • Do a gallery walk of the artifacts
    • from the August training:
    • What have you been able to build on since you left?
    • Is there material you want to review/more information to implement in your classroom?
    • Are there questions that arise as you review your work from those days?
  • 6. Student Work Sorting Protocol
  • 7. Proportional Reasoning in the New Common Core
    • Jigsaw the Progressions Document
      • Read, using text codes/margin notes
      • Meet in like groups to discuss
      • Meet in cross groups to discuss
      • Debrief
  • 8.
    • How do we represent in mathematics?
    • N umber
    • A lgebra
    • G raphical
    • S entence
  • 9. Literacy in Mathematics Vocabulary Development Reading Writing 2 Speaking/ Listening
  • 10. Computational Fluency and Number Sense (Intentional, Developmental, Embedded, and FUN)
  • 11.
    • Goal Setting/Self-monitoring
    • Practice 5-10 minutes per day (3-4 x per week)
    • Cognitive Improvement- mastery of strategies for alternatives to memorization
    • On-going formative assessment (does not mean daily or weekly)
  • 12.
    • Goal Setting/Self-monitoring
    • Practice 5-10 minutes per day (3-4 x per week)
    • Cognitive Improvement- mastery of strategies for alternatives to memorization
    • On-going formative assessment (does not mean daily or weekly)
  • 13.
    • Goal Setting/Self-monitoring
    • Practice 5-10 minutes per day (3-4 x per week)
    • Cognitive Improvement- mastery of strategies for alternatives to memorization
    • On-going formative assessment (does not mean daily or weekly)
  • 14.
    • Goal Setting/Self-monitoring
    • Practice 5-10 minutes per day (3-4 x per week)
    • Cognitive Improvement- mastery of strategies for alternatives to memorization
    • On-going formative assessment (does not mean daily or weekly)
  • 15. Community Wiki
    • sidmath.pbworks.com
    • Did you get an invitation to the wiki?
    • (If not, I don’t have your email)
    • [email_address]