Connect with Maths ~Maths leadership series- Session 3- the right knowledgeRenee Hoareau
Connect with Maths ~Maths leadership series- Session 3- the right knowledge presented by Rob Proffitt-White
The right knowledge – A clear valuing and understanding of mathematical content, the connections and a working knowledge of the proficiency strands underpins successful teaching
This workshop targets teachers and school leaders and aims to upskill their assessment literacy by:
• Creating cognitive activation tasks that promote critical thinking in all students
• Ensuring a consistent and shared responsibility for numeracy transfer
• Differentiating tasks through a focus on the proficiency strands
• Classifying the different problem solving types.
Connect with Maths ~ supporting the teaching of mathematics ONLINE
Engaging All Students community ~ http://connectwith.engaging.aamt.edu.au
Problem Solving in Mathematics EducationJeff Suzuki
A major focus on current mathematics education is "problem solving." But "problem solving" means something very different from "Doing the exercises at the end of the chapter." An explanation of what problem solving is, and how it can be implemented.
Creating opportunities to develop algebraic thinking and enhancing conceptual understanding of mathematics is essential at every grade level. In this webinar, Math/Technology Curriculum Specialist Aubree Short explored the use of problem solving methods and hands-on manipulatives to guide students in the discovery of algebraic concepts at all levels of learning.
The document discusses the importance of effective math teaching and learning. It states that mathematical understanding is critical for children's futures and economic progress as many industries now rely on math, computer science, and technology. Good math teaching involves careful planning, assessment for learning, high expectations, effective questioning, checking for understanding, and ensuring students receive helpful feedback to improve. The goal of planning is to help all students make progress by advancing their learning and developing an effective learning environment for each topic.
How To Solve A Math Problem!-new and improvedTaleese
This document outlines a 7-step process for solving math problems:
1) Read the problem carefully multiple times to understand what is being asked.
2) Identify what needs to be found and look for clues about the operation(s) needed like addition, subtraction, multiplication, or division.
3) Select an operation and numbers from the problem to try solving it. Even if incorrect, trying something is better than doing nothing.
4) Solve the problem using the selected operation and numbers.
5) Check that the answer makes logical sense.
6) Ensure any multi-part problems are fully answered.
7) Check the work by working backwards with inverse operations.
This presentation outlines the changes that are in place for the 2014-15 school year and beyond. Topics shown are the chronological steps leading to CCSS curriculum, teaching, assessing, and reporting learning to standards, and the support systems in place to help students.
Connect with Maths ~Maths leadership series- Session 3- the right knowledgeRenee Hoareau
Connect with Maths ~Maths leadership series- Session 3- the right knowledge presented by Rob Proffitt-White
The right knowledge – A clear valuing and understanding of mathematical content, the connections and a working knowledge of the proficiency strands underpins successful teaching
This workshop targets teachers and school leaders and aims to upskill their assessment literacy by:
• Creating cognitive activation tasks that promote critical thinking in all students
• Ensuring a consistent and shared responsibility for numeracy transfer
• Differentiating tasks through a focus on the proficiency strands
• Classifying the different problem solving types.
Connect with Maths ~ supporting the teaching of mathematics ONLINE
Engaging All Students community ~ http://connectwith.engaging.aamt.edu.au
Problem Solving in Mathematics EducationJeff Suzuki
A major focus on current mathematics education is "problem solving." But "problem solving" means something very different from "Doing the exercises at the end of the chapter." An explanation of what problem solving is, and how it can be implemented.
Creating opportunities to develop algebraic thinking and enhancing conceptual understanding of mathematics is essential at every grade level. In this webinar, Math/Technology Curriculum Specialist Aubree Short explored the use of problem solving methods and hands-on manipulatives to guide students in the discovery of algebraic concepts at all levels of learning.
The document discusses the importance of effective math teaching and learning. It states that mathematical understanding is critical for children's futures and economic progress as many industries now rely on math, computer science, and technology. Good math teaching involves careful planning, assessment for learning, high expectations, effective questioning, checking for understanding, and ensuring students receive helpful feedback to improve. The goal of planning is to help all students make progress by advancing their learning and developing an effective learning environment for each topic.
How To Solve A Math Problem!-new and improvedTaleese
This document outlines a 7-step process for solving math problems:
1) Read the problem carefully multiple times to understand what is being asked.
2) Identify what needs to be found and look for clues about the operation(s) needed like addition, subtraction, multiplication, or division.
3) Select an operation and numbers from the problem to try solving it. Even if incorrect, trying something is better than doing nothing.
4) Solve the problem using the selected operation and numbers.
5) Check that the answer makes logical sense.
6) Ensure any multi-part problems are fully answered.
7) Check the work by working backwards with inverse operations.
This presentation outlines the changes that are in place for the 2014-15 school year and beyond. Topics shown are the chronological steps leading to CCSS curriculum, teaching, assessing, and reporting learning to standards, and the support systems in place to help students.
This document discusses the differences between mathematical knowledge for teaching and other specialized knowledge. It begins by asking critical questions about what mathematics is important for teaching and how it differs from mathematics used in other fields. It then defines mathematical knowledge for teaching as having two components: common mathematical knowledge that all should know, and specialized knowledge for teaching mathematics, such as representing ideas, providing explanations, and appraising unusual student solutions. The document provides examples of these different types of knowledge and knowledge used in pedagogical situations versus pure content knowledge. It concludes by introducing a diagram that further categorizes the specialized knowledge needed for teaching mathematics.
This document summarizes the math curriculum at the school from years 0-8. It is divided into 4 levels that cover different stages of strategic thinking. Level 1 covers years 0-2 and focuses on counting skills. Level 2 covers years 3-4 and introduces addition, subtraction and place value concepts. Level 3 covers years 5-6 and involves more advanced additive and early multiplicative strategies. Level 4 covers years 7-8 and focuses on proportional reasoning with multi-digit numbers and decimals. The document also outlines basic fact stages and how math is taught with a focus on place value, real-world problems, and the use of technology.
This document discusses upside-down problem solving and increasing rigor in mathematics tasks. It defines closed and open-ended tasks, with closed tasks having predictable solutions and open tasks allowing for multiple strategies. Teachers analyzed textbook problems and modified them to be more open-ended upside-down problems. The document encourages observing classrooms to evaluate task rigor using a guide distinguishing lower and higher-level demands, with higher tasks suggesting multiple approaches and representations. Teachers reflected on improving their practice by identifying what to stop, continue, and start doing regarding task rigor and problem-solving approaches.
The document provides a brief history of mathematics education standards leading up to the Common Core State Standards, adopted in 2010. It describes key lessons learned about how students best learn mathematics, primarily by doing math rather than just listening. The goals of the Common Core are to provide consistent standards to prepare students for college and careers and compete globally. The standards focus on coherence, clarity, and specificity. They describe mathematical practices and content domain progressions from kindergarten through high school.
This document summarizes a parent information evening about numeracy and mathematics teaching at St Joseph's School. It discusses how mathematics is now taught using multiple strategies and developmental stages. Parents are encouraged to ask their children questions about how they solve problems and to discuss mathematics at home. A variety of games that can be played at home with dice, cards and dominoes are suggested to support children's numeracy learning.
NCTM 2016- Seeing is Believing- Using Video Reflection Techniques to Strength...Boakes, Norma
This session was presented at the annual National Council of Teachers of Mathematics (NCTM) Annual Conference & Exposition held in San Franciso, CA from April 13-16, 2016.
The keynote presentation at a mathematics conference addressed several issues:
1) National attainment in mathematics has risen but problem solving skills are lacking.
2) Pupils' achievement declines at successive key stages, and gaps remain between disadvantaged students and peers.
3) Teaching quality varies significantly both between schools and within schools, with conceptual understanding and problem solving underemphasized. The presentation aimed to help attendees identify priorities to strengthen mathematics teaching and learning at their schools.
Greta Siddiqui began her career as a field hockey coach and substitute teacher before becoming a remedial math teacher. Unlike other subjects, math has only one correct answer, so struggling students benefit from practicing skills in order of difficulty, studying sample problems step-by-step in textbooks, and always solving problems on paper to avoid confusion and find mistakes.
Dynamic vs. Static Assessment: A Growth Mindset PerspectiveDreamBox Learning
Assessment should inform teaching. It should be continuous, pick up data on mathematical growth and development, and provide information about the “zone of proximal development” (Vygotsky 1978). To do so, it needs “to foresee where and how one can anticipate that which is just coming into view in the distance” (Streefland 1985, 285). It needs to capture genuine mathematizing—children’s strategies, their ways of modeling realistic problems, and their understanding of key mathematical ideas. Bottom line, it needs to capture where the child is on the landscape of learning—where she has been, what her struggles are, and where she is going: it must be dynamic. This session will examine ways to assess development dynamically to inform teaching and to document the learning journey.
The document advertises the Seriously Addictive Maths (S.A.M.) program for teaching Singapore Math to children ages 4 to 12. It claims that Singapore Math has been ranked highly in international studies and that S.A.M. effectively delivers the program through creative teaching and over 30,000 pages of worksheets. The S.A.M. approach is described as the only program needed to excel in Singapore Math.
This document discusses functions across different grade levels and provides an overview of key mathematical concepts. It summarizes different types of functions such as linear, quadratic, absolute value, and logarithmic/trigonometric functions. It also outlines six major mathematical processes: communication, connections, mental mathematics and estimation, problem solving, reasoning, and visualization. The document emphasizes developing positive attitudes towards mathematics and lists eight mathematical practices.
This document outlines a professional development session for teachers on implementing changes to the teaching of mathematics at RPPS. It introduces the "Mathematician's Model" which involves dividing math lessons into four "toolbox lessons" focusing on developing problem solving strategies and mental math skills, and two "Be a Mathematician" lessons using rich, open-ended tasks. Examples of effective rich tasks are provided, emphasizing that they should be problem-based, inquiry-driven, collaborative, and engage students through hands-on experiences. The session celebrates mathematicians as role models and quotes Paul Halmos emphasizing experimentation and problem-solving over memorization of facts.
What if everything you know about mindsets and resilience is wrong?David Didau
The document summarizes recent research questioning the established ideas around growth mindsets and resilience in education. It discusses how studies have found little evidence that growth mindset interventions improve student achievement or that having a fixed mindset harms it. The document also notes that factors like self-esteem, attribution of success/failure, and knowing one is good at a subject may better predict resilience in that area than general character traits. It concludes that beliefs are context dependent and the best way to build resilience is helping students improve in the specific subject.
The document summarizes the results of a student survey given to Seetu Shakya's class in spring 2014. Students responded positively about whether the teacher checks for understanding, explains concepts in multiple ways if needed, creates a positive learning environment, cares about students, holds rigorous expectations, and makes learning engaging. For example, over 75% of students responded that the teacher knows when the class understands and over 80% felt the teacher cares about students. The survey results indicate the teacher demonstrates best practices in checking understanding, explaining concepts, fostering relationships and rigor.
This document summarizes findings from Ofsted about mathematics achievement, teaching, curriculum, and leadership in UK schools. Key points include:
1) Attainment has risen at GCSE and A-level, but the percentage of pupils meeting standards falls at each key stage and low attainers are not catching up.
2) Teaching quality varies widely both between and within schools, and focuses too much on skills and tests rather than conceptual understanding.
3) Curriculums are inconsistent between schools and classes, and early GCSE entry drives short-term teaching rather than developing understanding.
4) Stronger school leadership monitors teaching and uses data for intervention, but policies need customizing for mathematics.
The document outlines Minarets High School's grading policy for the 2019-2020 school year. It explains that A and B grades represent exceptional work, while C and D grades are average or below average work. An F represents failure. It also establishes that assignments will be graded based on collaboration, communication, community, creativity, critical thinking, and competency. The policy details consequences for late work including reduced credit, and allows for full credit on missed assignments within one day of an excused absence. Maintaining a minimum GPA and good citizenship is required for eligibility in extracurricular activities. Getting failing grades can result in academic intervention or being transferred to another school.
High School Grading for the 21st Centuryguest878956f0
This session will describe the process Princess Margaret Secondary School undertook in order to collectively move toward grading practices that are fair, reasonable, and look to build student confidence. Specifically, this session will detail: (1) Three of the most ineffective grading practices that distract high school teachers and distort student grades, and why they should be stopped immediately, (2) The staff development model that Princess Margaret used in order to develop staff fluency with the new practices being implemented and capacity to ensure effective implementation, and 3) Some of the roadblocks & challenges school's might face (and overcome) when they undertake a similar process. In addition, participants will be introduced to the background research used to support the introduction of these more effective grading practices. School- and classroom-based examples will also be provided.
1) Grades should provide feedback to students to help improve their performance, not be used as punishment. If students are failing, the grading policy needs to change rather than blaming students.
2) Toxic grading policies like using zeroes for missing work or averaging all scores distort students' actual abilities and learning. Alternatives include allowing students to make up missing work or representing their best work.
3) A single low score, like a zero, can unfairly bring down an overall grade even when other work is perfect. Grades should accurately reflect students' mastery of concepts.
This document discusses math literacy pathways for college students, including the Math Literacy for College Students (MLCS) course. It provides an overview of the history and goals of developmental math pathways, which aim to better prepare students for non-STEM courses through contextualized learning focusing on critical thinking over deficiencies. The MLCS course covers integrated and layered math topics across one semester to give students the mathematical maturity for statistics and liberal arts math. Early outcomes indicate 60-70% pass rates for MLCS and no significant differences in subsequent gen ed math courses based on taking algebra or MLCS. The document discusses challenges and options for implementing MLCS to replace or augment traditional sequences.
This document discusses the differences between mathematical knowledge for teaching and other specialized knowledge. It begins by asking critical questions about what mathematics is important for teaching and how it differs from mathematics used in other fields. It then defines mathematical knowledge for teaching as having two components: common mathematical knowledge that all should know, and specialized knowledge for teaching mathematics, such as representing ideas, providing explanations, and appraising unusual student solutions. The document provides examples of these different types of knowledge and knowledge used in pedagogical situations versus pure content knowledge. It concludes by introducing a diagram that further categorizes the specialized knowledge needed for teaching mathematics.
This document summarizes the math curriculum at the school from years 0-8. It is divided into 4 levels that cover different stages of strategic thinking. Level 1 covers years 0-2 and focuses on counting skills. Level 2 covers years 3-4 and introduces addition, subtraction and place value concepts. Level 3 covers years 5-6 and involves more advanced additive and early multiplicative strategies. Level 4 covers years 7-8 and focuses on proportional reasoning with multi-digit numbers and decimals. The document also outlines basic fact stages and how math is taught with a focus on place value, real-world problems, and the use of technology.
This document discusses upside-down problem solving and increasing rigor in mathematics tasks. It defines closed and open-ended tasks, with closed tasks having predictable solutions and open tasks allowing for multiple strategies. Teachers analyzed textbook problems and modified them to be more open-ended upside-down problems. The document encourages observing classrooms to evaluate task rigor using a guide distinguishing lower and higher-level demands, with higher tasks suggesting multiple approaches and representations. Teachers reflected on improving their practice by identifying what to stop, continue, and start doing regarding task rigor and problem-solving approaches.
The document provides a brief history of mathematics education standards leading up to the Common Core State Standards, adopted in 2010. It describes key lessons learned about how students best learn mathematics, primarily by doing math rather than just listening. The goals of the Common Core are to provide consistent standards to prepare students for college and careers and compete globally. The standards focus on coherence, clarity, and specificity. They describe mathematical practices and content domain progressions from kindergarten through high school.
This document summarizes a parent information evening about numeracy and mathematics teaching at St Joseph's School. It discusses how mathematics is now taught using multiple strategies and developmental stages. Parents are encouraged to ask their children questions about how they solve problems and to discuss mathematics at home. A variety of games that can be played at home with dice, cards and dominoes are suggested to support children's numeracy learning.
NCTM 2016- Seeing is Believing- Using Video Reflection Techniques to Strength...Boakes, Norma
This session was presented at the annual National Council of Teachers of Mathematics (NCTM) Annual Conference & Exposition held in San Franciso, CA from April 13-16, 2016.
The keynote presentation at a mathematics conference addressed several issues:
1) National attainment in mathematics has risen but problem solving skills are lacking.
2) Pupils' achievement declines at successive key stages, and gaps remain between disadvantaged students and peers.
3) Teaching quality varies significantly both between schools and within schools, with conceptual understanding and problem solving underemphasized. The presentation aimed to help attendees identify priorities to strengthen mathematics teaching and learning at their schools.
Greta Siddiqui began her career as a field hockey coach and substitute teacher before becoming a remedial math teacher. Unlike other subjects, math has only one correct answer, so struggling students benefit from practicing skills in order of difficulty, studying sample problems step-by-step in textbooks, and always solving problems on paper to avoid confusion and find mistakes.
Dynamic vs. Static Assessment: A Growth Mindset PerspectiveDreamBox Learning
Assessment should inform teaching. It should be continuous, pick up data on mathematical growth and development, and provide information about the “zone of proximal development” (Vygotsky 1978). To do so, it needs “to foresee where and how one can anticipate that which is just coming into view in the distance” (Streefland 1985, 285). It needs to capture genuine mathematizing—children’s strategies, their ways of modeling realistic problems, and their understanding of key mathematical ideas. Bottom line, it needs to capture where the child is on the landscape of learning—where she has been, what her struggles are, and where she is going: it must be dynamic. This session will examine ways to assess development dynamically to inform teaching and to document the learning journey.
The document advertises the Seriously Addictive Maths (S.A.M.) program for teaching Singapore Math to children ages 4 to 12. It claims that Singapore Math has been ranked highly in international studies and that S.A.M. effectively delivers the program through creative teaching and over 30,000 pages of worksheets. The S.A.M. approach is described as the only program needed to excel in Singapore Math.
This document discusses functions across different grade levels and provides an overview of key mathematical concepts. It summarizes different types of functions such as linear, quadratic, absolute value, and logarithmic/trigonometric functions. It also outlines six major mathematical processes: communication, connections, mental mathematics and estimation, problem solving, reasoning, and visualization. The document emphasizes developing positive attitudes towards mathematics and lists eight mathematical practices.
This document outlines a professional development session for teachers on implementing changes to the teaching of mathematics at RPPS. It introduces the "Mathematician's Model" which involves dividing math lessons into four "toolbox lessons" focusing on developing problem solving strategies and mental math skills, and two "Be a Mathematician" lessons using rich, open-ended tasks. Examples of effective rich tasks are provided, emphasizing that they should be problem-based, inquiry-driven, collaborative, and engage students through hands-on experiences. The session celebrates mathematicians as role models and quotes Paul Halmos emphasizing experimentation and problem-solving over memorization of facts.
What if everything you know about mindsets and resilience is wrong?David Didau
The document summarizes recent research questioning the established ideas around growth mindsets and resilience in education. It discusses how studies have found little evidence that growth mindset interventions improve student achievement or that having a fixed mindset harms it. The document also notes that factors like self-esteem, attribution of success/failure, and knowing one is good at a subject may better predict resilience in that area than general character traits. It concludes that beliefs are context dependent and the best way to build resilience is helping students improve in the specific subject.
The document summarizes the results of a student survey given to Seetu Shakya's class in spring 2014. Students responded positively about whether the teacher checks for understanding, explains concepts in multiple ways if needed, creates a positive learning environment, cares about students, holds rigorous expectations, and makes learning engaging. For example, over 75% of students responded that the teacher knows when the class understands and over 80% felt the teacher cares about students. The survey results indicate the teacher demonstrates best practices in checking understanding, explaining concepts, fostering relationships and rigor.
This document summarizes findings from Ofsted about mathematics achievement, teaching, curriculum, and leadership in UK schools. Key points include:
1) Attainment has risen at GCSE and A-level, but the percentage of pupils meeting standards falls at each key stage and low attainers are not catching up.
2) Teaching quality varies widely both between and within schools, and focuses too much on skills and tests rather than conceptual understanding.
3) Curriculums are inconsistent between schools and classes, and early GCSE entry drives short-term teaching rather than developing understanding.
4) Stronger school leadership monitors teaching and uses data for intervention, but policies need customizing for mathematics.
The document outlines Minarets High School's grading policy for the 2019-2020 school year. It explains that A and B grades represent exceptional work, while C and D grades are average or below average work. An F represents failure. It also establishes that assignments will be graded based on collaboration, communication, community, creativity, critical thinking, and competency. The policy details consequences for late work including reduced credit, and allows for full credit on missed assignments within one day of an excused absence. Maintaining a minimum GPA and good citizenship is required for eligibility in extracurricular activities. Getting failing grades can result in academic intervention or being transferred to another school.
High School Grading for the 21st Centuryguest878956f0
This session will describe the process Princess Margaret Secondary School undertook in order to collectively move toward grading practices that are fair, reasonable, and look to build student confidence. Specifically, this session will detail: (1) Three of the most ineffective grading practices that distract high school teachers and distort student grades, and why they should be stopped immediately, (2) The staff development model that Princess Margaret used in order to develop staff fluency with the new practices being implemented and capacity to ensure effective implementation, and 3) Some of the roadblocks & challenges school's might face (and overcome) when they undertake a similar process. In addition, participants will be introduced to the background research used to support the introduction of these more effective grading practices. School- and classroom-based examples will also be provided.
1) Grades should provide feedback to students to help improve their performance, not be used as punishment. If students are failing, the grading policy needs to change rather than blaming students.
2) Toxic grading policies like using zeroes for missing work or averaging all scores distort students' actual abilities and learning. Alternatives include allowing students to make up missing work or representing their best work.
3) A single low score, like a zero, can unfairly bring down an overall grade even when other work is perfect. Grades should accurately reflect students' mastery of concepts.
This document discusses math literacy pathways for college students, including the Math Literacy for College Students (MLCS) course. It provides an overview of the history and goals of developmental math pathways, which aim to better prepare students for non-STEM courses through contextualized learning focusing on critical thinking over deficiencies. The MLCS course covers integrated and layered math topics across one semester to give students the mathematical maturity for statistics and liberal arts math. Early outcomes indicate 60-70% pass rates for MLCS and no significant differences in subsequent gen ed math courses based on taking algebra or MLCS. The document discusses challenges and options for implementing MLCS to replace or augment traditional sequences.
NYSCOSS Conference Superintendents Training on Assessment 9 14NWEA
This document discusses using data wisely from a superintendent's perspective. It covers three main topics: assessment basics, improving assessment programs, and developing a data culture. The document emphasizes that what is measured gets attended to, so assessments must be properly aligned and designed. It also stresses using multiple years of data to provide context and control for outside factors to fairly evaluate teachers. Developing the right assessment systems and using data thoughtfully can significantly improve student achievement.
1) Assessment is fundamentally important to the educational process and can be used to support student progression or demotivate learners.
2) There are various types of assessment including teacher, peer, and self-assessment that can be used formatively or summatively.
3) Effective assessments encourage students, provide meaningful feedback, and are integrated into the teaching and learning process.
HLPUSD Common Core State Standards for Mathematics Parent Meetingdsoohoo
The document provides an introduction to the Common Core State Standards for mathematics. It discusses that 44 states have adopted the new standards to ensure students are prepared for college and careers. The standards focus on mathematical content and practices. They will be fully implemented in California by 2015. The new Smarter Balanced tests will assess students in grades 3-8 and 11 starting in 2014-2015 and test a range of math skills using computer-adaptive technology. Parents can help their children by knowing struggle is normal, praising the process, and guiding them to learning resources.
This document discusses Math Literacy for College Students (MLCS), an alternative pathway for non-STEM majors to develop mathematical maturity without taking traditional developmental algebra courses. MLCS aims to teach math in a contextualized manner focused on real-world problem solving over isolated skills. It has led to improved outcomes for students needing a general education math course compared to traditional sequences. While implementation challenges remain, early results show MLCS students perform equally well or better in subsequent math courses than those who took traditional algebra prerequisites.
This document provides teaching ideas and resources for problem solving in the GCSE mathematics classroom. It discusses developing a problem solving environment, asking open-ended questions, modeling problem solving techniques, using diagrams, and the importance of regular mini-tests and recalling basics to help students learn. A variety of problem solving resources and example problems are also presented.
The document discusses learning assessment for the 21st century. It begins by noting the presenter's interest in experimenting with and innovating assessment, while still maintaining academic excellence and teaching 21st century skills. The presenter then discusses the need to assess what matters most through meaningful evaluations of thinking and communication skills. Various external tools are examined, such as the MAP assessment and international tests like PISA and TIMMS that can provide data for accountability and benchmarking. Developing internal assessments of 21st century skills through methods like formative assessment, project-based learning, and digital portfolios is also covered.
The newsletter discusses mathematical processes and how they are important for teaching and learning mathematics. It focuses on communication, connections, representations, reasoning, problem solving, and technology. It provides examples of how to incorporate these processes in the classroom, including allowing students to communicate their mathematical thinking, highlighting connections between concepts, using representations to demonstrate understanding, and developing students' reasoning and problem-solving skills. The newsletter also includes information on enrichment opportunities for strong students and feedback strategies.
Intelligent Adaptive Learning: A Powerful Element for 21st Century Learning &...DreamBox Learning
In this webinar, Dr. Tim Hudson shares insights about leveraging technology to improve student learning. At a time when schools are exploring “flipped” and “blended” learning models, it’s important to deeply understand how to design effective learning experiences, curriculum, and differentiation approaches. The quality of students’ digital learning experiences is just as important as the quality of their educational experiences inside the classroom. Having worked for over 10 years in public education as a teacher and administrator, Dr. Hudson has worked with students, parents, and teachers to improve learning outcomes for all students. As Curriculum Director at DreamBox Learning, he provides an overview of Intelligent Adaptive Learning, a next generation technology available to schools that uses sound pedagogy to tailor learning to each student’s unique needs. This webinar focuses on how administrators and teachers can make true differentiation a reality by focusing on learning goals and strategic use of technology.
The document introduces the goals of Lee Middle & High School for the 2007-08 school year, which are to equip all students to be lifelong learners by getting them to meet high educational standards and to understand core concepts on a deeper level. It discusses moving from an old mission of providing basic education for some to a new mission of challenging all students. It then outlines several beliefs and components needed to make a breakthrough in student achievement, such as personalization, precision, and professional learning.
The document discusses various methods for grading and reporting student progress. It begins by outlining the main purposes of grading systems, which include instructional use, reporting to parents, and administrative/guidance functions. It then describes several common grading systems like traditional letter grades, pass/fail, checklists of objectives, letters to parents, portfolios, and parent-teacher conferences. For each system, it provides details on how the system works and potential advantages and disadvantages. The document concludes by providing guidelines for developing effective grading and reporting systems and conducting productive parent-teacher conferences.
Empowering Pre-Service & New Math Teachers to Use the Common Core Practice St...DreamBox Learning
How prepared are the K-12 teachers of tomorrow to inspire the next generation of young mathematicians? In this webinar for the edWeb.net Adaptive Math Learning community, attendees learned how essential it is for pre-service teachers to learn, develop, and model the Standards for Mathematical Practice to improve learning for their future students. Ben Braun, Associate Professor of Mathematics at the University of Kentucky, and Tim Hudson, Senior Director of Curriculum Design at DreamBox Learning, discussed ways to ensure that pre-service teachers start their careers understanding how mathematical proficiency requires more than simply content knowledge. Tim and Ben shared ideas for K-12 school leaders and mentor teachers who are responsible for new teacher induction, as well as, implications for college and university faculty teaching both math methods and content courses. They also discussed potential disconnects between pre-service content and methods courses and also eventual in-service expectations, while providing examples of math problems to engage pre-service and new teachers. View the webinar to better understand how to use the Standards for Mathematical Practice.
This document outlines Keith Elementary School's plan to improve students' mathematical problem solving proficiency through continuous improvement efforts from 2012 to 2015. The plan focuses on developing students' ability to make connections in math problems. Initial data analysis identified connections as an area of weakness. Steps taken include setting a SMART goal, implementing formative assessment practices like using learning targets and feedback, and providing targeted instruction with resources like problem-solving lessons and math notebooks. Analysis of benchmark, MEAP, and other test data shows progress towards the goal, with mathematical proficiency increasing across grades and subgroups over the two-year period.
This document discusses the aims and rationale of a course on teaching mathematics. It aims to help teachers develop learner-friendly pedagogical strategies to engage students in mathematics and integrate assessment. It notes common problems in math education like creating anxiety in students and lacking teacher preparation. The document outlines learning outcomes for Class I like classifying objects, counting to 20, adding and subtracting within 20, recognizing shapes, and developing concepts of patterns and zero.
Research ed curriculum as progression model 2021David Didau
The document discusses using the curriculum as a progression model and the challenges with this approach. It argues that specifying curriculum related expectations (CREs) at a granular level can help address issues like: CREs being too vague; assessing content not taught; and lack of clarity on what students have and have not learned. However, CREs need to balance specificity with broadness for different audiences. Numerical data on student performance is only meaningful if comparable, and should not be the sole focus, as it does not help students understand their progress. Overall, the document advocates for clearly specifying the essential knowledge and skills in a curriculum to guide teaching and assessment.
The document provides an overview of the Common Core State Standards for Mathematics. It discusses that the standards were developed by state leaders and aim to ensure students are prepared for college and careers. The standards establish clear goals in mathematics and are similar across most states. Key differences from previous standards include a greater focus on real-world problems and applying mathematical concepts versus memorizing steps. Sample questions show how assessments test deeper understanding and multi-step reasoning skills. Parents are encouraged to support their children's mathematics learning.
This document discusses scrapping levels in assessment and implementing a growth and threshold model. Key points:
1) Levels focus on pace not depth, and different interpretations exist. Successful systems don't use levels.
2) The growth and threshold model identifies big ideas and excellence in subjects. Formative assessment focuses on feedback, and summative assessments track progress against thresholds three times per year.
3) This new system celebrates the progress of all students and identifies those below expectations to provide intervention. It has increased challenge but response has been positive with a focus on growth mindset.
The document discusses closing the learning gap in mathematics through the Common Core State Standards. It identifies two primary causes of the gap: an emphasis on procedural fluency over conceptual understanding, and isolated decision making without a coherent instructional system. It advocates for teacher collaboration through professional learning communities to align practices with research, ensure equity, and agree on content, assessment, and response to intervention.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
1. Chief Executive, CCEA
Justin Edwards
@JustinEducation
Building the right qualifications.
Setting the context for new approaches in Literacy and Numeracy
(New GCSE English Language and Mathematics with Functional Assessment)
6. Over the next 25 years…
Largest number of jobs at
high risk in retail (2.1 million)
followed by transportation
and storage (around 1.5
million)
and health and social care
(1.3 million)
7. ‘The UK’s economic success will depend on political,
business, education and public leaders to anticipate
the skills requirement to make sure the right
education and training is available to meet the new
job requirements.’ (Deloitte)
10. 0
5
10
15
20
25
30
35
A* A B C D E U
%ofEntry
GCE Physics Grade Outcome
Physics GCE Grade Outcomes (With / Without GCSE Further Maths)
Further Maths GCSE No Further Maths GCSE
11. 0
5
10
15
20
25
30
35
40
A* A B C D E U
%ofEntry
Biology GCE Grade Outcomes
Biology GCE Grade Outcomes (With / Without GCSE Further Maths)
Further Maths GCSE No Further Maths GCSE
12. At least 5 GCSEs A*-C Inc.
English and maths
Boys 7318 63.3%
Girls 8075 72.2%
Total 15393 67.7%
(+1.7%p)
Data Source: DE School Leavers Survey 2015-2016
13. GMT51 Question 3 (2015): Shape, Space and Measure
What % of children achieved 3 marks (Max)?
What % of children achieved 0 marks (Min)?
15. Grade Outcomes in GCSE Mathematics (NI
comparison to KS3 data)
-100
0
100
200
300
400
500
600
700
800
900
0 1 2 3 4 5 6 7 8 9 10
LearnerNumbers
Grade Outcomes
8
7
6
5
4
3
Key Stage
3 Level
C
B
A
A*
D
A*
B
C
E
B
A
C
A
G
D
C
F
16. Seeds of Functional Maths
‘It must be a fundamental requirement that the
education system in Northern Ireland aspires
to equip all young people with good literacy
and numeracy skills.
‘GCSE… should be the measure of
functional numeracy skills that employers
demand.’
17. Compensatory vs Competency
• GCSE is a
compensatory model.
As a result a Grade C
does not necessarily
equate to
competence. GCSE
can, however,
discriminate across all
abilities.
• Essential Skills
assessment deems
you competent if you
pass. But competency
does not discriminate
across a range of
abilities.
18. New GCSE English Language & GCSE Mathematics
GCSE Graded
Outcomes
Functional
Endorsement
(Level 1 & Level 2)
Tiered Assessment
Functional Core
19. Fail Forwards
A learning experience is one of those things that say,
“You know that thing you just did? Don’t do that.”
Douglas Adams
Author
20. Changing the test is not enough…
‘The time has come to introduce innovative
instructional methods in order to enhance
mathematics education and students’ ability to solve
CUN [complex] tasks. Metacognitive pedagogies
can play a key role in this. These pedagogies
explicitly train students to “think about their
thinking” during learning.
They can be used to improve not just academic
achievement (content knowledge and
understanding, the ability to handle unfamiliar
problems etc.) but also affective outcomes such as
reduced anxiety or improved motivation. This
strong relationship between metacognition and
schooling outcomes has implications for the
education community and policy makers.’
21. Initial Assessment, but what are we assessing and
with what purpose?
…privileged poor students felt
the same level of comfort
when it came to approaching
faculty.
…doubly disadvantaged kids
not only feel too intimidated
to speak up, especially to
those in authority, but they
believe that the way to
success is simply to put your
head down
22. Non-Cognitive Skills
‘Meta-Cognitive Skills’
• Application – the ability to stick with tasks and see things
through.
• Self-direction – the ability to see life as under control and to
effectively shape its future, as well as the ability to understand
one’s strengths and weaknesses accurately and being able to
recognise one’s responsibility towards others;
• Self-control – the ability to monitor and regulate emotions
appropriately; and
• Empathy – the ability to put oneself in other people’s shoes
and understand their needs and views.
23. Maths Anxiety….
• I cringe when I have to go to numeracy class.
• I am afraid to ask questions in numeracy class.
• I am always worried about being called to answer a question in numeracy
class.
• I understand numeracy now, but I worry that it's going to get really difficult
soon.
• I tend to zone out in numeracy class.
• I fear numeracy tests more than any other kind.
• I don't know how to study for numeracy tests.
• It's clear to me in numeracy class, but when I go home it's like I was never
there.
• I'm afraid I won't be able to keep up with the rest of the class.
Colleagues, thank you for the invite to talk to you again, at what seems to be an annual discussion on what we can do about literacy and numeracy outcomes. I am truly honoured to be invited back.
Before I start sharing some thoughts that I have, I wanted to congratulate all involved in the pilot to date. I know a huge amount of energy and commitment has gone in to collaborative working so far. Collaboration, within our own education system, must be welcomed. It will deliver better results for all involved and is, in my humble opinion, good investment.
==
We, us, the people in this room have a problem. Unless we crack how to get literacy and numeracy levels to rise in our society, we will not have enough skilled people to fulfil the jobs of tomorrow.
Over the course of the next 30 mins I would like to explore my thoughts on what we are teaching, how we can do it differently and why we need to change.
The opening video, by the world economic forum, answers very eloquently the question ‘why do we need to change?’ But this video could easily be mistaken as a promotional piece for digital skill. I think that it is in fact a promotion for literacy and numeracy.
The world, it would seem, is going through enormous change. Society is changing about us and we, as educators, will be required to respond.
I believe that one of the major factors of change is that automation is fundamentally changing work and society.
Some have called this change the ‘Fourth Industrial Revolution’ or the ‘Digital Revolution’.
The changes, brought about by this ‘revolution’, will have profound effects on the services we provide as educators.
The more I read about this revolution, the more I believe there is an urgency for us, as educators, to make sure people have the skills and are ready to cope.
To understand what the Fourth Revolution is doing, we need to look at the industrial revolution.
Between 1760 and 1840 the world underwent workplace change due to the introduction of machine production methods, chemical manufacturing and iron production. Humanity learned how to harness and use large power sources and as a result, almost every aspect of life changed in some way.
As this picture shows, it learned to build rather large ships and Belfast, where we are today, was very much a hub of this change.
The industrial revolution resulted in the emergence of the capitalist economy, factories, population increases and spawned new forms of education, including Further Education Colleges. Belfast Met, actually spawned out of this change.
By the 1890s, we had created qualifications as a consequence of the change.
Qualifications were designed to recognise the knowledge, understanding and skills that a person had, so that they could acquire employment and move between employers.
Qualifications made the workforce transportable, exchangeable and fluid. The workforce could adapt to new opportunities, even if industry could not.
The Digital Revolution is on such a scale that it requires us to rethink the purposes on which these qualifications and education programmes were originally designed. It requires us to think about new skills and new learning concepts.
The Digital Revolution will change and already is changing the fundamentals of the societal constructs created in during the industrial revolution.
We no longer need people in some jobs, because the computers do the work for us. This shift in work availability and the consequences have been well documented by the World Economic Forum, The Royal Society of Science and The Royal Society of Arts.
Automation, machine learning and artificial intelligence will, over the next 25 years, radically change the employment opportunities and society in which we work. It is changing already the availability of lower skills jobs in manufacturing and threatens the disruption of mainstay low skill incomes sources, such as taxi driving.
In 2016, the UK arm of Deloitte produced a report, simply called ‘Transformers’, which predicted how industry will change over the next few years. This report estimates how many jobs are at risk across the UK, due to the effects of automation. This report says that 2.1m Retail jobs are at risk, 1.5m job in transportation and storage are and risk and even 1.3 million jobs are at risk in health and social care. The report also states that all industries will be affected by automation, but in different ways.
The key findings are
All industry sectors have roles that are at high risk and new roles that are likely to be created as a result of automation;
The transport, storage, health and social care, wholesale and retail sectors have the highest proportion of jobs at risk;
That technology will create new jobs, that are higher paid, but will remove lower paid, lower skilled jobs; and
That the UK’s economic success will depend on political, business, education and public leaders to anticipate the skills requirement to make sure the right education and training is available to meet the new jobs requirements.
In the same way that education was an imperative during the industrial revolution, it would seem that almost 120 years later we find ourselves back, in the same position, with the responsibility of getting through the digital revolution.
The report finishes with….
‘The UK’s economic success will depend on political, business, education and public leaders to anticipate the skills requirement to make sure the right education and training is available to meet the new job requirements.’
This is not the only report that see skills and education change as the fundamental on which we, as an economy, will survive. In 2014, the Royal Society vision for science and mathematics stated
‘There is both urgency and opportunity for Governments to act now. Employers report that the skills and numbers of students leaving education do not fully match their needs.’
‘
According to the World Economic Forum, the top 10 skills required for this Digital Revolution are:
Complex Problem Solving
Critical Thinking
Creativity
People Management
Coordination with Others
Emotional Intelligence
Judgement and Decision Making
Service Orientation
Negotiation
Cognitive Flexibility
I would argue that all ten of these cannot be developed or achieved without a fundamental and contextual understand of literacy and Numeracy at Level 2. I would go on to argue that Numeracy skills at level three are required to be successful in the fourth industrial revolution.
Numeracy skills are central to coping with the Digital Revolution. Over the last 20 years, research has already told us that Mathematics, in all its forms and sub-domains, is a subject unique in term of its economic returns. Between 1999 and 2008 a number of research reports looked at the labour market evidence and concluded that someone with a Level 3 qualifications in mathematics was likely to earn between 7 and 10% more by the age of 33. The (Times Education Supplement (TES), 2016) reported, in March 2016, a paper within the British Education Research Journal that Level 3 mathematics gave a salary premium of 11% after considering all other factors.
Numeracy skills also have an impact across a range of subject areas. In 2015 we analysed the relationship between those doing further maths and science outcomes and…
We found an expected relationship between Maths and Physics, but we also found that…
This relationship extended through the sciences.
But we have a problem, because in 2016 the proportion of those gaining an A*-C in GCSE Mathematics fell by 1.7% points to 64.9%. So, we need projects to find out how to change this.
We must improve numeracy outcomes and any project that enhances numeracy skills of our young people is critically important. However, we must give very careful thought as to how this might be achieved.
Changing assessment arrangements must be done with the utmost care. I know this perhaps more than most. But we must change them, because as they currently stand they are not encouraging the teaching of the right skills.
To demonstrate this point, consider this graph. Is shows the relationship between Key Stage 3 outcomes and GCSE grade profiles. Each line follows a cohort of learning post Key Stage 3.
The
This is how the test is changing, but changing the test does not in itself change the learning or teaching. That is a conscious choice that must be made by the teacher and the learner.
So, what if we started an initial assessment of the systemic barriers to learning?
A recent article by Tony Jack (Harvard Education, 2017). ‘Poor, but Privileged’ argues that Colleges, Universities and Society in general tend to treat all low-income students the same. Tony’s research has identified that there are actually two groups of low-income students, those who have been able to access higher quality education and those who do not. He concludes that those accessing the higher quality education come culturally prepared for high levels of education and can govern the rules of college life.
I would argue that when considering an extension of your project, one should really be thinking about the pedagogy and approach between those who are close to achievement of the Grade C and those who are not.
I would also argue that we need to think differently about learners who are currently operating between a Grade D and Grade G in GCSE Mathematics. Initial diagnostic of their numeracy skills is not enough to differentiate how we support them. We need to look at non-cognitive skills and build programmes that also support those skills in a differentiated manner.
There is a growing background of research into non-cognitive skills and the impact their improvement has on academic and employment outcomes.
The 2015 All Parliamentary Group on Social Mobility report ‘Character and Resilience Manifesto’ (http://bit.ly/2rpYMzK), summarises the research well and builds on the interesting 2011 Demos Report called the ‘Character Inquiry’ (http://bit.ly/2rd72np).
Most of the research into non-cognitive points to four key non-cognitive skills, which actually improve academic and employment outcomes. These are:
Application – the ability to stick with tasks and see things through.
Self-direction – the ability to see one’s life as under one’ control and to effectively shape its future, as well as the ability to understand one’s strengths and weaknesses accurately and being able to recognise one’s responsibility towards others;
Self-control – the ability to monitor and regulate one’s emotions appropriately; and
Empathy – the ability to put oneself in other people’s shoes and be sensitive to their needs and views.
Whilst there is no one non-cognitive skills that acts to deliver maximum benefit, when combined with each other as inter-related skills they do have a noticeable impact.
In-fact the link between non-cognitive skills goes further. Poor development of these skills have a link to truancy, anti-social behaviour, vandalism, illegal drug use and general crime.
Strongest opportunities to develop these skills are in early years, but opportunities do exist throughout later life. They can actually be cultivated in post-primary school age children and diminished as they enter the age where they can transition to College.
Colleagues, thank you for the invite to talk to you again, at what seems to be an annual discussion on what we can do about literacy and numeracy outcomes. I am truly honoured to be invited back.
Before I start sharing some thoughts that I have, I wanted to congratulate all involved in the pilot to date. I know a huge amount of energy and commitment has gone in to collaborative working so far. Collaboration, within our own education system, must be welcomed. It will deliver better results for all involved and is, in my humble opinion, good investment.
==
We, us, the people in this room have a problem. Unless we crack how to get literacy and numeracy levels to rise in our society, we will not have enough skilled people to fulfil the jobs of tomorrow.
Over the course of the next 30 mins I would like to explore my thoughts on what we are teaching, how we can do it differently and why we need to change.