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# Understanding the teks

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• Give the group some time to circle the verbs before revealing the page
• Give the group some time to underline the concepts before revealing the page
• Give the group some time to identify some specifics before revealing the page
• Give the group some time to box the context before revealing the page
• Give the group some time to identify some specifics before revealing the page
• ### Understanding the teks

1. 1. Understanding the TEKS<br />
2. 2. Closing the Gaps<br />Gaps in your data are gaps in your curriculum, not gaps in your teachers or students<br />The TEKS tell us what to teach.If we are not completely identifying and teaching all parts of the TEKS, then there will be gaps in our data.<br />
3. 3. The study of a specific TEKS and SE<br />Identify the verbs for the depth of the thinking and cognitive alignment requirements. Read the Webster definition of the verb to determine what the studentsare doing. This is the LESSON DESIGN.<br />Identify the concept for the complexity of the TEKS. The conceptis the topic of the lesson. This is the LESSON CONTENT<br />Identify the context in which the concepts will be assessed. The contextis the details of the lesson<br />Identify vocabularyneeded for the lesson<br />This is WHAT you teach and is non-negotiable<br />
4. 4. Identify the verbs for the depth<br />Using an example from Math:<br />7.9 Measurement. The student solves application problems involving estimation and measurement. The student is expected to:<br />(B) connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders.<br />(C) estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders.<br />
5. 5. Webster definitions<br />Connect – make a logical connection; to join, link or fasten together<br />Estimate – to calculate approximately<br />Solve – to work out the answer or solution to<br />This is the LESSON DESIGN<br />The verbs tell you what the students are doing <br />in the lesson<br />
6. 6. Identify the concept for the complexity<br />7.9 Measurement. The student solves application problems involving estimation and measurement. The student is expected to:<br />(B) connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders.<br />(C) estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders.<br />
7. 7. For the lesson, there should be:<br />models (concrete and pictorial) of 3D solids, <br />formulas (or equations or expressions) for volume<br />measurements (Are students measuring or are they given measurements? If given measurements, how will they estimate? These are questions that can be clarified by looking at the test history later.)<br />application problems (word problems, real world and mathematical)<br />This is the LESSON CONTENT<br />Check this list with your IFD<br />
8. 8. Identify the context <br />7.9 Measurement. The student solves application problems involving estimation and measurement. The student is expected to:<br />(B) connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders.<br />(C) estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders.<br />
9. 9. In what ways will the concepts be tested?<br />The only models, formulas and volumes that should be included in the lesson are rectangular & triangular prisms and cylinders<br />What vocabulary should be used?<br /><ul><li>Formula
10. 10. Equation
11. 11. Expression
12. 12. Estimate
13. 13. Approximate