Student Centered Year Plan Using The Backwards ApproachPresentation Transcript
Beginning with the end in mind…
My Role as a Math Coach
Planning for Outcome-Based Curriculum
Four Step Process for Backwards Design
1.Identify the outcomes to be learned- outcomes indicators activity
2.Determine how the learning will be observed- assessment
3.Plan the learning environment- creating a mathematical classroom
4.Assess student learning and follow up
Three-Part Lesson Format for Problem Based Lessons
Mathematics is the science of pattern and order.
We look at the world’s patterns and generalize so we can predict the rule to apply it to other patterns.
Where Do I Begin???
Planning for Outcome-Based Curriculum
What is it that the student needs to know, understand and be able to do?
Step One: Identify the outcomes to be learned
What are my students interested in and what do they want to learn?
What do my students need to know, understand and be able to do based on the big ideas and outcomes in the curriculum?
Describe what students will know or be able to do in a particular discipline by the end of the grade or course.
Are unique from grade to grade, but may build on or expand on outcomes from previous grades.
Are a representative sample of evidence that students would be able to demonstrate or produce if they have achieved the outcome.
Define the breadth and depth of the outcome.
Big Ideas in Mathematics
The Mathematical Big Ideas are important topics that provide a focus on the mathematical experience for all students at each grade level. They are related ideas, skills, concepts and procedures that form the foundation of understanding, permanent learning and success at higher mathematics.
(A dapted from the NCTM Curriculum Focal Points, 2006)
What makes a pattern?
Why do we use Patterns?
When do we use patterns?
How do they help us in the real world?
By answering these questions, we get the “Big Ideas”
Big Ideas: Patterns
Mathematics is the science of patterns
Patterning develops important critical and creative skills needed for understanding other mathematical concepts
Patterns can be represented in a variety of ways
Patterns underlie mathematical concepts and can be found in the real world.
What are the prerequisites for each grade level?
-look at the outcomes across the grade levels
(See K-4 document: Outcomes at a Glance)
Patterns And Relations
P2.1 Demonstrate understanding of repeating patterns (three to five elements) by:
representing patterns in alternate modes
creating patterns using manipulatives, pictures, sounds and actions.
Step Two: Determine how the learning will be observed
What will the students do to know that the learning has occurred?
What should students do to demonstrate their understanding of the mathematical concepts , skills and big ideas?
What assessment tools will be the most suitable to provide evidence of student understanding?
How can I document the student’s learning?
reflect the mathematics that all children need to know and be able to do
enhance mathematics learning
be an open process
promote valid inferences about mathematical learning
be a coherent process.
What are Good Questions?
They require more than remembering a fact or reproduce a skill.
Students can learn by answering the questions, and the teacher learns about each student from the attempt.
There may be several acceptable answers.
“ Good Questions for Math Teaching” by Peter Sullivan and Pat Lilburn
Rubrics and Checklists
Each item in a collection of work should illustrate something important about a student’s development or progress, attitude, understanding, conceptual understanding, use of strategies, application of procedures (procedural fluency).
Math Tubs for Centers
Math Invitation Tables
Carefully select your items based on the curriculum outcome.
Math at Home
Step Three: Plan the learning environment and instruction
What learning opportunities and experiences should I provide to promote the learning outcomes?
What will the learning environment look like?
What strategies do students use to access prior knowledge and continually communicate and represent understanding ?
What teaching strategies and resources will I use?
Creating a Mathematical Community in the Classroom
Teacher as facilitator/inclusive classroom
Children feel safe, valued and supported in their learning
As a facilitator of learning we are responsible for creating a classroom environment that will allow each student to experience success
A philosophical approach to teaching and learning
Builds on students’ inherent sense of curiosity and wonder
Draws on students’ diverse background and experiences
Provides opportunities for students to become active participants in a search for meaning
Creating the Physical Environment
When students’ desks are arranged in a group, the students become members of a unit and develop a sense of belonging.
Group Meeting Area
Central to the life of any community is a group meeting area.
This is a place where every member gets together to learn what it means to be part of a community.
Using the Meeting Area
What do you think an effective meeting area
Using the Meeting Area
To introduce a new mathematical concept with a guiding question
To brainstorm what students already know about a mathematical topic
To share a new manipulative and explore possible uses
To revisit a mathematical concept to reinforce a specific skill
Introduce a math centre
Discuss difficulties arising from a previous lesson
The show and share stage of the three part lesson model
Storage of Materials
Math Word Wall
Using a Variety of Manipulatives from the Environment
Math Mini Offices
Step Four: Assess student learning and follow up
What conclusions can be made from assessment information?
How effective have instructional strategies been?
What are the next steps for instruction?
How will gaps be addressed?
How will students extend their learning?
How Can I Support You?
Work with you one on one, for a four week block, during your scheduled math time.
This would be Monday, Tuesday , Thursday, Friday,
either in the morning or afternoon.
Every Wednesday, from 4:00-5:30 I will facilitate a workshop in various locations throughout the division. The topics will come from teacher surveys.
Work with individuals or a small group of teachers with planning, assessment, differentiated instruction, etc.