Csrqi Stw09 Presentation V2

579 views

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
579
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
4
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Csrqi Stw09 Presentation V2

  1. 1. The National Forum Mathematics Improvement Toolkit Presented by: Sara Freedman Kimberly Keniley-Ashbrook Anna McTigue Stephen Best
  2. 2. Goals for this Presentation • Provide background on the purpose of the toolkit, and the teaching and learning needs it was designed to meet • Introduce the toolkit and its components • Walk you through some of the actual PD activities embedded within these tools • Provide additional information for future use and identify interested sites for field testing
  3. 3. What is the Mathematics Improvement Toolkit?  Joint venture of four groups to utilize expertise to address special populations  Provides support for teachers, professional developers, decision makers, and students around middle grades mathematics instruction  Addresses specific instructional needs that are often ignored.
  4. 4. Goals of the Project  Resources to address instructional needs of: English Language Learners Students with Special Needs Students and Teachers in Rural Settings Communities and Families  Develop an online tool to guide decision makers and educators in planning and implementing professional development
  5. 5. Partners  National Forum for Middle Grades Reform  Talent Development (Johns Hopkins University)  Turning Points (Center for Collaborative Education)  Educational Development Center  Middle Start (Academy for Educational Development)  Funded by the U.S. Department of Education (Comprehensive School Reform program)
  6. 6. Common Ideas and Considerations  Mathematics instruction needs to focus on building deeper conceptual understanding  Resources are designed for use in PD with math teachers and others supporting mathematics learning for ALL students  Materials need to focus on getting teachers to reflect on practice  Effective PD requires extensive time and ongoing implementation
  7. 7. Tool #1 Tool #1  Issue: Teachers need support to ensure that English Language Learners have access to and are successful in learning high-level mathematics.  Primary Resources: Videos and facilitator materials to guide mathematics instructors in recognizing issues and modifying instructional practices and tasks.  Combines the focus of ELL with general issues regarding deepening understanding of concepts in mathematics
  8. 8. Tool #1 Tool #1 Who are the English language learners in our schools today?  English language learners are the fastest growing segment of the school population. 1 out of 10 students enrolled in public schools is an English language learner.*  Nearly 1 out of 3 students enrolled in urban schools is an English language learner.  The percentage of English language learners enrolled in schools is increasing throughout the United States, in suburban and rural, as well as urban, communities.
  9. 9. Tool #1 Tool #1 What do we know about their experience in our schools?  English language learners have a strong desire to receive an education. They have the highest daily attendance rate of any segment of the school population.  English language learners have the lowest out of school suspension rates of any segment of the school population.
  10. 10. Tool #1 Tool #1 However...  English language learners have the lowest standardized test scores of any segment of the school population.  English language learners have the highest dropout rate of any segment of the school population. Why do you think this is so? THINK WRITE PAIR SHARE
  11. 11. Tool #1 Tool #1 Who are the English language learners in our schools today? *Great City Schools are the 60 largest urban districts in the country. Take turns analyzing the graph with a partner. SPEAK RESPOND QUESTION RESPOND
  12. 12. Letʼs look at a typical word problem A certain construction job usually takes four workers six hours. Today, one worker called in sick, so there are only three workers. How long should it take them to do the job? What specific challenges do you think an English language learner in the middle grades might have in trying to answer the question posed by this problem? (Notice that you are NOT solving the problem; instead, you are analyzing the difficulties raised for a diverse group of English language learners as they approach the problem.)
  13. 13. WRITE: Use the handout to record your responses A certain construction job usually takes four workers six hours. Today, one worker called in sick, so there are only three workers. How long should it take them to do the job? BEST PRACTICE: PROVIDING an ORGANIZING TEMPLATE • saves time • focuses English language learners’ attention on the mathematical concepts rather than copying in a new language • creates expectations about # and quality of responses
  14. 14. Tool #1 Tool #1 What are the LANGUAGE challenges in this problem for English language learners? A certain construction job usually takes four workers six hours. Today, one worker called in sick, so there are only Small Group three workers. How long should it take them to do the job? discussion GROUP #1 #2 #1 #2 Get into groups of four. Assign one person to chart the responses to the first question, one at a time. Take turns listening to each others’ ➟ ➟ responses. ➟ ➟ As each person speaks, ask any questions or make comments that help expand their comments further. ➟ #4 ➟ #3 #4 #3
  15. 15. Focus 2: Students with Special Tool #2Learning Needs  Issue: Curriculum materials do not support students with special learning needs.  Primary Resources: Modified curriculum resources, student materials, and instructional practices based on Universal Design for Learning principles  Resources need to be comprehensive in nature to have full impact on learning.
  16. 16. Focus: Students with Special Learning Needs  Students come into a class with varying levels of understanding  Some students need explicit instruction to get to a functional level
  17. 17. Focus: Students with Special Learning Needs  Students need support for visual, auditory, attention, and memory functions.
  18. 18. Focus 2: Students with Special Tool #3Learning Needs  Issue: Mathematics and Special Educators are sometimes paired to co-teach without specific professional development and preparation  Primary Resources: Video, a PowerPoint presentation, and a facilitator guide for a workshops to implement or strengthen co-teaching.  Teachers benefit from seeing and discussing a video example of co-teaching
  19. 19. Letʼs try a task... • Watch a video clip from a lesson taught by co-teaching • As you watch, jot down your ideas about the questions • What roles did the co-teachers take? • What actions did they take to support student learning?
  20. 20. Letʼs try a task... We will insert the video here.
  21. 21. Co-teaching Roles • Work with a partner and brainstorm roles We will insert the that co-teachers handout here. could take to benefit students. • Record your ideas on Handout 2
  22. 22. Focus 2: Students with Special Learning Needs Tool #4  Issue: Sometimes the greatest obstacle to learning mathematics is difficulty with language  Primary Resources: Video, a PowerPoint presentation, and a facilitator guide for a workshop exploring the language demands and challenges in mathematics and offering vocabulary and writing strategies to address these challenges.  With instruction and support in communication skills, students can more deeply develop and express their mathematical ideas.
  23. 23. Focus 2: Students with Special Learning Needs Tool #4 Language Module topics: ✦ Demands and challenges of language ✦ Instructional strategies ✦ Planning for vocabulary instruction ✦ Writing strategies for mathematics
  24. 24. Tool #5 Focus 3: Rural Education  Issue: Access to quality mathematics PD  Primary Resources: Online professional development program, PD materials focusing on depth of understanding and appropriate instruction  High quality PD in mathematics education requires reflection on practice and sample tasks and cases.
  25. 25. Tool #5 Focus 3: Rural Education  Online community
  26. 26. Tool #5 Focus 3: Rural Education  Online community Modifying a Task: Task 1  Focus on mathematics The Old Farmer’s Almanac tasks as a lens to suggests that you can tell the temperature outside by counting the chirps a cricket examine teaching makes in 14 seconds and adding 40 (to get the practice and student temperature in degrees Fahrenheit). Use this to find understanding how many chirps the cricket makes when it is 72 degrees. middlestart
  27. 27. Letʼs try a task... Shade 6 of the small squares in the rectangle shown below. Using the diagram, explain how to determine each of the following: 1. the percent area that is shaded 2. the decimal part of the area that is shaded 3. the fractional part of the area that is shaded.
  28. 28. Tool #5 Focus 3: Rural Education  Online community  Focus on mathematics tasks as a lens to examine teaching practice and student understanding  Review student work Tasks as Tasks as enacted they Tasks as by appear in set up by teachers curriculum teachers Student and materials learning students
  29. 29. Tool #5 Focus 3: Rural Education  Online middlestart community Module 1 - Case 1: David Orcutt Focus on mathematics This mini-case provides an introduction to the use of cases as a reflective professional development tool, and is not intended  for sustained use. This also uses student work examples to explore understandings and misconceptions around fractions, percents, and decimals. tasks as a lens to INTRODUCTION AND CONTEXT David Orcutt is one of two 7th grade mathematics teachers in the lone junior high school for this district. The district serves students from a largely rural agricultural and recreational area which includes two villages. The school is a 7-8 school in a small school building next to the district’s examine teaching high school. In fact, a number of teachers are on the faculty of both schools to provide appropriate coverage for topic areas. David has four classes among his other duties as the 7th grade advisor and a track coach. In his three years of teaching, he has learned that students coming in from the two K-6 schools in practice and student the district (as well as a small but growing migrant labor population that is becoming a more permanent fixture in the area) often have varying skills and understanding in mathematics. To understand each of the student’s abilities and conceptions about basic topics, he has devised a two week introduction to his course which addresses a different topic from the grade 4-6 understanding standards each day or two, and uses this to establish norms for classroom participation, work expectations, etc. The following sample of classroom interaction starts by asking students to take out the homework task from the previous day, which was really a pre-assessment of sorts to understand student knowledge of decimals, percents, and fractions. CLASSROOM ACTIVITIES  Review student work David starts class by greeting all students at the door as they come in, and has a problem on the board, which he reminds students to get a paper out and copy the problem down after they have taken their homework out from the previous day. Meanwhile, he checks attendance and missing assignments from the previous day, and then begins wandering through the aisles to see what students are doing with the problems on the board, and whether they have their homework out. Review brief case studies He quickly scans the homework for each student, noting whether they have all twenty problems  done, and whether they have them numbered, the problem written down, and the answer underlined for each. Most do, which results in him writing a “10” on the top of the page, but a couple did not finish, receiving 5 and 7 points respectively, and three others had 3 points deducted from these for not organizing their work properly. For these, David underlined a few of the answers to encourage reflection they had in their work that were not already underlined, and had jotted down the words “show your steps” on some of these papers. While doing this, he marked on a copy of a grade sheet the points for the homework assignment for each student. Following this fairly quick review (which took four minutes from the time he started moving around the room), he told the students they would review the answers of the homework. He circled the room as he called out problem numbers, and would look around the room to see who was looking at him (or not) and would call out the names of students to state what their answer was. Once one student gave the answer, he would call on two other students and ask if they came up with the
  30. 30. Tool #5 Focus 3: Rural Education  Online community  Focus on mathematics tasks as a lens to examine teaching practice and student understanding  Review student work  Review brief case studies to encourage reflection  Teachers share examples, observations, and reflections on their own and others practice.
  31. 31. Tool #5 Focus 3: Rural Education  Initial module: Developing Student Understanding of Mathematics  Content modules: Issues in the instruction of...  Ratio and Proportion  Patterns, Functions, and Algebraic Reasoning  Measurement and Geometry  Skill and strategy module: Issues in the instruction of Problem Solving and Use of Inquiry
  32. 32. Focus #6Family Engagement Tool 4:  Issue: Schools struggle with this in general and many mathematics issues for students arise from parent/community misunderstandings, stereotypes, and attitudes toward math.  Primary Resources: Online PD tools for schools and teachers that guide them through family engagement Resources to guide communication with parents  Audience for these resources needs to be broader than mathematics teachers alone.
  33. 33. Focus #6Family Engagement Tool 4:  Needs assessment and introductory activities
  34. 34. Focus #6Family Engagement Tool 4:  Needs assessment and introductory activities  Sample discussion materials (big picture) and communications
  35. 35. Focus #6Family Engagement Tool 4:  Needs assessment and introductory activities  Sample discussion materials (big picture) and communications  Strategies to provide an awareness of approaches to learn mathematics
  36. 36. Focus #6Family Engagement Tool 4:  Needs assessment and introductory activities  Sample discussion materials (big picture) and communications  Strategies to provide an awareness of approaches to learn mathematics  Discussion of deeper issues and research
  37. 37. For more information…  Complete the email signup sheet  Denote any specific tools that you are interested in using  Visit: http://www.middlegrademath.org

×