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The document discusses Florida state standards for mathematics which emphasize developing conceptual understanding and procedural skills in fewer topics at greater depth. It also focuses on incorporating habits of mind known as the Standards for Mathematical Practice. These habits include reasoning abstractly, constructing arguments, modeling with mathematics, using tools strategically, attending to precision, and looking for structure. The document provides strategies for teachers to help students develop these habits through increasing engagement, incorporating competition and controversy, appealing to student interests, and applying mild pressure during questioning.
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Systematic collection and analysis of student data can help improve teaching by providing insight into what students know and how they learn. Classroom assessment techniques (CATs) have several advantages: (1) they are formative and provide feedback to teachers while the course is ongoing; (2) they are quick to administer and grade; (3) they can be tailored to each instructor's needs; and (4) they can be anonymous for students while still providing feedback on learning. When designing CATs, teachers should keep them simple, focused on collecting only necessary data, and explain their purpose to students. Assessment should be integrated into teaching and learning to fully benefit instruction.
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3) Problem-based learning introduces real-world math problems to make calendar routines more meaningful. Students present solutions to the class.
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This document discusses how students learn mathematics and the key principles involved. It describes three principles of how people learn: engaging prior understandings, the essential role of factual knowledge and conceptual frameworks, and the importance of self-monitoring. It also discusses the strands of mathematical proficiency and preconceptions that students have about mathematics. The document concludes by outlining instructional challenges and features that support developing students' mathematical understanding.
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Summative reflection
1) The document summarizes various teaching strategies and assignments the teacher has implemented in their classroom, including inquiry learning, problem-based learning, and authentic assessment.
2) Inquiry learning has been used for science labs and will now be applied to vocabulary learning, engaging students through discovery.
3) Problem-based learning introduces real-world math problems to make calendar routines more meaningful. Students present solutions to the class.
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2. Key principles for managing instruction include enhancing a teacher's own instructional competence, addressing the underlying causes of misbehaviors, and recognizing students' basic needs.
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Similar to FCTM Keynote slides for posting (20)
Dr. Gerri Spinella Time Management and Enhanced Approaches for Instructors an...
Dr. Gerri Spinella Time Management and Enhanced Approaches for Instructors an...
Student Centered Year Plan Using The Backwards Approach
Student Centered Year Plan Using The Backwards Approach
Microteaching (Critical Thinking - adapted for 1st Year JC Students)
Microteaching (Critical Thinking - adapted for 1st Year JC Students)
FCTM Keynote slides for posting
- 1. Beatrice Moore Luchin Author, Consultant, Mathematics Coach abluchin@sbcglobal.net Twitter: Beatrice(Bea)Luchin@BeaLuchin
- 2. FLORIDA STATE STANDARDS REQUIRE: Emphasis on developing student’s conceptual understandings as well as procedural skills Fewer topics taught with greater depth Increased rigor of content and assessment of content knowledge combined with increased with increased emphasis on applications Inclusion of habits of mind-the Standards for Mathematical Practice- that students are to develop in addition to content expectations
- 3. WHAT ARE THE HABITS OF MIND FOR MATHEMATICAL PRACTICES?
- 5. MAKE THE HABITS OF MIND MATTER “What the mind attends to, it considers. What the mind does not attend to, it dismisses. What the mind attends to continually, it believes. What the mind believes, it eventually does.”
- 6. To increase student engagement, take time to incorporate the following concepts, from Marzano’s Art and Science of Teaching, into your lessons: 1. HIGH ENERGY 2. MISSING INFORMATION 3. MILD CONTROVERSY AND COMPETITION 4. SELF ESTEEM 5. MILD PRESSURE
- 7. 1. High Energy Students who are interested learn more. Research findings regarding engagement and student achievement show an average gain of 27 to 31 percent. http://www.marzanocenter.com /blog/article/5-ways-to-get-and-keep- your-students-attention/#sthash.IB1PSwVI.dpuf
- 9. Curiosity killed the cat, and it also increases student’s “appetitive” state. Academically focused puzzles and games whet the “mental appetite” and provide an element of anticipation.
- 10. What additional information is needed? You're Invited to a Surprise Birthday Party! For: Jamya Date: 13th Place: 5802 Green Springs Time: 8:00
- 12. SEQUENCE CHART
- 13. Students enjoy problem- solving with their peers. Incorporate structured debates and group competitions to enhance student achievement. Inconsequential competition can be PowerPoint-based “Jeopardy” and “Clue” games. Be mindful to ensure that all students are part of a “winning team.”
- 14. The self-system is the system that controls what we decide to attend to. Everything we find personally interesting and valuable.
- 15. Take a general inventory of your students’ likes. Plan critical input experiences that reflect the learning goal, and things that give your students enjoyment, satisfaction, and pride.
- 18. IDEAS FOR THE CLASSROOM: THE 1-3-6 PROTOCOL The 1-3-6 Protocol puts students in charge of their learning. Working both individually and in groups students develop ideas and opinions about a topic. Most importantly, the students are responsible for their learning and are actively engaged.
- 19. 1-3-6 PROTOCOL 1. Students are given a task. 2. Students write their responses or ideas. 3. Students are placed in groups of 3 where they share their ideas. Each group reviews, justifies, edits, revises their ideas and write and record. 4. Merge 2 groups (6 people now) and have the students share their ideas. 5. Again, groups of 6 write a list of their ideas and bring them together. 6. Each group of 6 shares their list with the whole group.
- 20. 1-3-6 PROTOCOL Application 1. What is the summary of the question? Identify the math concept will you use? What strategy will you use? What mathematical representation will you use? Did you refer to your notes or other resources? Which ones? 3. 6.
- 22. Students are smart; they look for patterns in our behavior. Keep them guessing and also attentive. Students will raise their level of attention if there is a moderate chance they will be called on.
- 23. Mild pressure can be generated during questioning. Don’t stop calling on students once someone has given the right answer, and get several points of view to sharpen students’ thinking.
- 24. IDENTIFY AND USE STRATEGIES FOR CALLING ON STUDENTS
- 25. 1. HIGH ENERGY 2. MISSING INFORMATION 3. MILD CONTROVERSY AND COMPETITION 4. SELF ESTEEM 5. MILD PRESSURE
- 26. abluchin@sbcglobal.net Beatrice (Bea) Moore Luchin numbersmpd.com http://blog.voyagersopris.com Unlocking the Language of Math for Your Students Beatrice(Bea)Luchin@BeaLuchin