The teachers implemented a Problem-Solving Professional Development Unit (PDU) to address students' difficulties with problem solving and align their instructional approaches. Through rigorous problem solving, talk moves, and math congress, students improved in problem solving skills, communication, and mindset. Pre/post-test data, work samples, and surveys showed positive results. Teachers also enhanced their ability to facilitate discussions and will continue expanding these strategies.
Problem solving in teaching english djelfa march 29 meeting 2017Mr Bounab Samir
Salam;
Djelfa Meeting ; ¨PROBLEM SOLVING IN TEACHING ENGLISH
Djelfa meeting tackled the following questions
Questions :
1- What is a problem ?
2- What is problem solving situation?
3- Why problem solving in teaching?
4- Is problem solving new in our teaching system?
5- How to plan problem solving lesson?
6- Barriers to problem solving teaching?
7- What are the classroom problem solving activities ?
NB : Special thank to all the people who welcomed us , for their great hospitality , to Aziz , team of Riassla School , Mr Sadek and my friends Nourddine Yadade, Yacine Gabes, Boualem Ziane for their great contributions
By ; Samir Bounab ( teacher trainer at MONE)
Problem solving in teaching english djelfa march 29 meeting 2017Mr Bounab Samir
Salam;
Djelfa Meeting ; ¨PROBLEM SOLVING IN TEACHING ENGLISH
Djelfa meeting tackled the following questions
Questions :
1- What is a problem ?
2- What is problem solving situation?
3- Why problem solving in teaching?
4- Is problem solving new in our teaching system?
5- How to plan problem solving lesson?
6- Barriers to problem solving teaching?
7- What are the classroom problem solving activities ?
NB : Special thank to all the people who welcomed us , for their great hospitality , to Aziz , team of Riassla School , Mr Sadek and my friends Nourddine Yadade, Yacine Gabes, Boualem Ziane for their great contributions
By ; Samir Bounab ( teacher trainer at MONE)
Revisiting class reviews as a collaborative, inclusive planning tool with the goal of using the strengths and the stretches of the students to set goals and create a plan. Focus on co-planning.
Collaboration and Co-Teaching WorkshopStephen Best
This presentation is a part of the Collaboration and Co-Teaching: A Workshop for Mathematics and Special Educators materials from the Mathematics Improvement Toolkit. The materials were developed by the Educational Development Center for the National Forum to Accelerate Middle Grades Reform
“Do you understand this concept? Does anyone have any questions?” Have you ever asked your class questions like these, received a room full of shy smiles or nods, and moved on only for it to become very obvious that a number of the students had not grasped the basics and further explanation?
While getting your students to pay attention can be a challenge, ensuring they have understood key concepts can be even more difficult. Listening does not equate with understanding, and as teachers, the sooner we can get a real feel for their actual level of understanding, the more we can help them succeed as students.
In these slides, Kimi Anderson will share some simple but effective strategies that teachers can implement to better gauge students’ level of understanding in the classroom. She will share some practical tips using various technology platforms and some useful approaches to group activities.
In Recent approach toward implementation of NEP2020 , Teachers are required to improve their skill sets. Collaborative Learning is suggested approach which will lead the Teachers with the understanding and implementing the Teaching -learning pedagogy.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. Rationale for PDU
• Our students have historically struggled in
problem solving.
• As teachers, we had different instructional
approaches to problem solving, which we
thought could be improved.
• We saw this as an opportunity to find
effective solutions and align our teaching
practices.
3. Student Goals
Students will:
Become accurate, efficient, and reflective
problem solvers
Communicate precisely and coherently
their mathematical ideas
Analyze and evaluate the mathematical
thinking and strategies of others
4. Team Goals
• Build our capacities and effectiveness to teach
problem solving strategies and critical thinking
skills.
• Facilitate engaging mathematical classroom
discussions by using effective talk moves.
• Reflect on our own learning and modify our
teaching practices as necessary to ensure student
success.
5. Alignment to Campus Goals
*Lowest passing average
in Area 1 schools
CIP Performance Objective: Increase students meeting or
exceeding STAAR passing standards in Math.
6. Alignment to Campus Goals
• Campus-wide Math Implementation Plan: “Problem of the Day”
• 3rd Grade Team SLO: Students will use a variety of strategies and will apply
mathematics to solve problems connected to everyday experiences.
Passing
65%
Failing
35%
3rdGrade Math
STAARResults
9. “Teaching Through
Problem Solving,”
from Elementary and Middle
School Mathematics: Teaching
Developmentally, Eighth Edition
Article contained at beginning of
Lone STAAR Rigorous Problem
Solving, Pearson
10. Professional Development
November 13, 2013
Transforming Mathematics Teaching: Problem Solving vs. Solving Problems (K-12)
November 13, 2013
Region XIII, Educational Service Center
Name of Presenters: Mary Headley and Susan Hemphill
Focus: Mathematical Problem Solving
Attendees: Caroline Braun, Monica Clark, Michelle Navarro, Rebecca Flournoy,
13. Rigorous Problem Solving
• Rigorous word problem provided can include:
– Multi-steps
– Multiple solutions
– Extraneous Information
– Novel problem situations
• Class discussion of important information
• Students work in pairs to plan, solve and check
• Sharing/Class Discussion
15. Rigorous Problem Example
• At the fair, there are 36 children in line to ride
the roller coaster. The roller coaster has 10
cars. Each car holds 4 children. How many
children can sit 3 to a car and how many
children can sit 4 to a car.
18. Impact/Outcomes of Rigorous
Problem Solving
• Students became flexible thinkers
• Students learned a variety of strategies
• Students gained confidence in problem
solving
• Teachers aligned instructional practices
• A bank of rigorous problems were created to
share with campus
19. Talk Moves
• Talk moves were used throughout our study as we read the
resource Classroom Discussions in Math.
• To help us facilitate discussions, we created a table of Math
Talk Tips to guide us when we encountered common
problems.
• At first it was difficult to use all Talk Moves simultaneously, so
we decided to focus on 1 talk move at a time for a 2 week
period.
20. Wait Time/Turn & Talk
Problem:
Only one
student or no
students
volunteer to
talk.
Turn and talk
to your
neighbor, I’ll
wait.
Turn and talk
to your
neighbor, I’ll
wait.
21. Who Can Repeat?
Problem:
Other students
haven’t heard or
might not
understand a
student’s idea.
Can you repeat
that,
Fernando?
Can you repeat
that,
Fernando?
25. Impact/Outcomes of Talk Moves
• Decreased teacher talk
• Increased student talk
• Impacted all other subject areas
• Developed effective teacher habits
• Student written and oral communication
improved
27. Math Congress Process
• Present rigorous problem
Student work preparation
–Pairs of students form different classes discuss important
information and make a plan to solve
–Make large posters of their work
–Plan presentation to share with the class
Math Congress
–The whole group gathers to discuss two or three solutions
strategically selected by the teacher
• Highlight new strategies
• Compare different strategies
• Clarify common misconceptions
–Students listen to the ideas of others, question what they do
not understand and defend their thinking
31. Impact/Outcomes of Math
Congress
• Improved student confidence
• Students learned importance of justifying
work
• Improved ability to express ideas orally
• Generated community across grade levels
• Increased enthusiasm around math
32.
33. Results Of PDU
• Pre/Post Test Data
• 3rd
Grade MOY Data
• SLO Data
• Work Sample Data
• Attitude Data
40. Future Instructional Plans
• Students will be challenged to write their own multi-step
story problems to be solved by their peers
• Utilize Math Talk Moves Anchors of support from National
Council of Teachers of Mathematics (NCTM)
• Expand Talk Moves to all content areas
• Pre/Post Problem Solving Assessment Next Year
• Implement Math Congress campus-wide
CIP Performance Objective: Increase students meeting or exceeding STAAR passing standards in Math.
Our campus passing rate on STAAR Math from 2012-2013 is 72%, the lowest passing average in Area 1 schools
Per the Office of the PK-8 Associate Superintendents: Our campus data demonstrated a need for improvement in Math problems solving.
(Math Vertical Team focus on “Problem of the Day” as part of Math Implementation Strategy)
3rd Grade Team SLO: Students will use a variety of strategies and will apply mathematics to solve problems connected to everyday experiences.
2012-2013 STAAR, 3rd Grade passing rate was 65%.
Teacher created rigorous word problem
Students identify important information
Students worked in pairs to choose a strategy and worked towards a solution
Teacher chose 2 to 3 groups to present their solution to the classroom
Teacher facilitates discussion through Talk Moves
Students reflect if they solved the word problem accurately and efficiently.
