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PD2 reform practices
The document outlines a professional development agenda focused on reforming teaching practices in mathematics, emphasizing conceptual understanding versus procedural skills in alignment with CCSS. It encourages collaboration among teachers to implement mathematical practices and develop student engagement through inquiry-based learning and group assessments. The session aims to enhance teacher knowledge that translates into improved student learning outcomes in mathematics.
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PD2 reform practices
- 1. Reformed Teaching Practices Professional Development LEAHDIX WHITE APRIL 23, 2015
- 2. AGENDA 4/23/15 Meet, Greet,Eat Opening: Concept vs. Skill Utilizing Mathematical Practices to teach concepts of CCSS Video Cycle, Discussions Closure Logistics: Be sure to sign in for PD credit
- 3.
- 4. What do wecurrently do? What does learning look like now? What does teaching conceptually actually look like? How can math teachers teach conceptually and then assess content? How can we do it better?
- 5. How well areteachers prepared?
- 6. What are somegeneral instructional practices you use in your classroom to teach math concepts as suggested in CCSS? PD should increase teacher knowledge that translates into student learning (Yoon et.al, 2007).
- 7. Conceptual knowledge isthe implicit or explicit understanding of the principles that govern a domain and of the interrelations between units of knowledge in a domain. Procedural (skill) knowledge is the ability to execute action sequences to solve problems.
- 8. Of the practicesdiscussed which emphasize student development of concepts and which emphasize student development of skills or procedures? CONCEPT VS. SKILL
- 9. What does implementingstandards for mathematical practices look like? What does teaching conceptually look like? Standards Driven: Mathematical Practices (NCTM, 2000;2010); KCAS,CCSS Student Centered: Student autonomy, cooperative, constructivistic, teacher not the primary mathematics expert, CPM Inquiry Based: Discovery, RICH project, Questioning to develop conceptual understanding
- 10. How can weteach mathematics more conceptually? 1. Work with a partner (preferably someone that teaches the same content) and become familiar with 2 of the 8 practices. 2. Select CCSS and learning target you currently are teaching. Write out the concepts you would address to teach this particular CCSS and/or learning target. 3. Consider how the mathematical practice(s) you and your partner selected can be utilized to teach the concept to students. Highlight or document teacher and student tasks. 4. Plan to implement these tasks in future planning and/or delivery of a lesson in the near future. 5. Consider a group assessment that would help you determine student’s conceptual understanding of the CCSS and learning target.
- 11. How can weas math teachers in JCPS improve our instruction to promote student engagement in mathematics? CCSS for math are taught while utilizing mathematical practices. Develop student conceptual understanding of learning targets while using shifts in instruction. Build learning communities in classrooms that focus on structure of mathematics practices. Create group assessments that considers conceptual understanding of content and requires multiple representation when solving. We want our students to engage and expand their mathematics conceptual understanding and skills as well as enjoy it!!
- 12. SHARE! SHARE! SHARE! Shareany ideas or thoughts you may have in reference to what was discussed today.
- 13. Teacher centered PDfor teachers led by teachers… Teachers sharing examples of quality teaching practices in high school mathematics classrooms from teachers across the district. Focuses on current research on topics relevant for practitioners. Meets the criteria for quality PD according to the district and state. A pragmatic way of watching other teachers in action to improve our individual instructional practices.
- 14. Reform Practices Revisited ..standardsbased (NCTM, 2000; NCTM, 2014) teacher pedagogies that are student centered (Delpit, 1992), discourse rich (Wagner & Herbel-Eisenmann, 2007), and inquiry based (Goos, 2004; McLoughlin, 2009). CPM Study Team Strategies (e.g. Think-Ink-Pair-Share) Modeling Mathematical Practices Project Based Learning (e.g. RICH Project)
- 15. Logistics….next steps Pleaseblog weekly in community group titled High School Math PD. I will send an email invite! Comment, reply, or post every week. Share any ideas of task, projects, and or group assessments that utilize mathematical practices you are considering to implement anytime from now until the end of the school year.
- 16. Thank You! Questions? Inloving memory of two of the greatest mathematics teachers I have had the pleasure of working with and knowing Steve Dillard & Ian Welch
Editor's Notes
- #5 Wonderings that have led to this proposal. How can I engage my students in learning CCSS. The students who live in the same neighborhood where I grew up in West and South areas in Louisville. How can a prepare them for the mathematics they will need to know in the near future. How can I prepare myself through PD?
- #6 After this slide play click on link to 14 min video about CCSS.
- #7 Have participants share their responses and facilitator when write them on chart paper titled, “What we currently do”?
- #9 Have large post-it paper concept vs. skill in the middle. Participants will share out responses and facilitator will list them in the appropriate category.
- #10 Teachers will get copy of mathematical practices. Click on picture for hyper link to conceptual understanding development in classroom.
- #11 Provide participants with handout of implementing practices. Each groups will have highlighter and post its. Allow 15 minutes for this discussion/exploration.
- #12 Provide shifts handout.