Pdst summary of link day 2 2014
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This document discusses numeracy and provides recommendations for developing numeracy in schools. It defines numeracy as involving thinking and communicating quantitatively, making sense of data, understanding patterns and sequences, and recognizing situations where mathematical reasoning can be applied. The document notes a decline in mathematics scores for students in transition year and recommends whole-school, subject-based, and extra-curricular approaches to strengthen numeracy, including identifying weaknesses, collaboration among teachers, and activities to promote positive attitudes toward mathematics.
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On making it a priority:
- Start small by focusing on one subject area or grade level at a time. Make incremental progress rather than trying to overhaul everything at once.
- Emphasize how clear standards and assessments can benefit teaching and learning rather than seeing it as extra work. Frame it as improving instruction.
- Get administrator buy-in and support to help prioritize the work.
On school leadership:
- Strong, clear communication from leadership on the goals and importance of standards-based grading helps set expectations and priorities.
- Consistency between what leadership says is important and how time/resources are allocated is key. Actions
HLPUSD
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.
Principal’s Guide to Supporting Transition and Implementation of the CCSS in ...
As an elementary school administrator, you are tasked with supporting the transition to the Common Core State Standards (CCSS). Though it’s a challenge, it also is a tremendous opportunity. The instructional seeds planted and nurtured at the elementary school level become the mathematical foundation of the college and career readiness intent of the Common Core State Standards.
Join Dr. Francis “Skip” Fennell for a lively presentation with open Q&A around the latest thinking on the CCSS and implementation. Skip helps you determine what is most important for student learning as well as how you can best support your teachers and classrooms during this transition. His overview session covers leadership priorities, knowing and understanding the standards, action items for successful implementation, along with next steps and key takeaways.
CREATIVE MATHS TRAINING
This document discusses strategies for engaging students in productive mathematics discussions through selecting and sequencing student solutions. It emphasizes that teachers play a critical role in facilitating mathematical discourse by thoughtfully choosing tasks, anticipating student responses, monitoring understanding, and selecting and ordering the solutions shared. The document provides examples of questions teachers can ask to support students in representing, communicating, and critiquing mathematical ideas. It stresses making connections between solutions and building understanding as different approaches are discussed.
Everett standards show june10
1. The document discusses standards-based education and whether standards truly lead to standards-based instruction.
2. It provides examples of the Common Core State Standards for mathematics and compares them to other standards.
3. For standards-based instruction to be effective, teachers need professional development opportunities to collaborate and improve their understanding of how to teach the standards.
Common Core Standards
The document summarizes the development and key aspects of the Common Core State Standards for K-12 education in English language arts and mathematics. It describes how the standards were created based on evidence and feedback from states, educators and experts. The standards are designed to ensure all students receive a high-quality education that prepares them for college and careers by establishing clear and consistent learning goals.
Common Core Standards
The document summarizes the development and key aspects of the Common Core State Standards for K-12 education in English Language Arts and Mathematics. It describes how the standards were created through an iterative process involving states, experts, and public feedback. The standards aim to ensure all students are prepared for college and careers by establishing clear and consistent learning goals across all states in English and Math. They emphasize critical thinking skills and focus on fewer topics at each grade level to allow for deeper understanding.
DMI Session 1
This document provides an overview of an upcoming math professional development session called DMI. It includes:
1) An agenda for the session that involves forming groups, discussing student work samples, doing mental math problems, reading a chapter, and analyzing a video.
2) Background information on DMI, which is designed to help teachers examine student math thinking and evaluate curriculum.
3) The overall goals of DMI, which are for teachers to learn about themselves and students as mathematical thinkers and engage in mathematical discourse.
MLCS Packet Almy Foes 2012
1. The document provides an overview of a new developmental math course called Mathematical Literacy for College Students (MLCS).
2. MLCS aims to provide an alternative pathway to college-level math for non-STEM majors by integrating numeracy, proportional reasoning, algebraic reasoning, and functions.
3. The course is designed to develop students' mathematical maturity through problem solving, critical thinking, writing, and communication while covering topics over four units in a semester.
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Pdst summary of link day 2 2014
- 1. LLiinnkk DDaayy NNuummeerraaccyy SSeemmiinnaarr DDaayy 22
- 2. Key Messages
- 3. Definition of Numeracy Definition Numeracy Numeracy involves being able to: •Think and communicate quantitatively •Make sense of data •Have a spatial awareness Understand patterns and sequences •Recognise situations where mathematical reasoning can be applied to solve problems to Numeracy ability Numeracy encompasses is NOT LIMITED the to the use ability mathematical understanding and to use numbers, to add, skills subtract, to •solve problems multiply and divide. •meet the demands of day-to-day living in complex social settings Literacy and Numeracy for Learning and Life , DES, 2011
- 4. Transition from Junior Cycle to Senior Cycle “While students in Transition Year obtained the highest mean mathematics scores in both 2003 and 2009, the largest decline (33 points) in PISA mathematics between these two cycles also occurred at this grade level” (Mathematics in Transition Year: Insights of Teachers from PISA 2012) Junior Cert Higher Level Maths 2013 Leaving Cert Higher Level Maths 2013 52% 26%
- 5. Ordinary Level: Senior Maths Competency Test
- 6. TY & Numeracy January 2013
- 7. Recommendations of the Report
- 8. Numeracy in Action in School Formal-Whole School Approaches Subject-Based Approaches Extra-Curricular Activities 1. An area of weakness may be identified in either a Maths Competency or an attitudinal survey 2. A formal common approach will be designed by the maths department or the numeracy team 3. Whole-School Implementation after collaboration 1. Numeracy moments and skills identified in subject plans 2. Informal collaboration between subject teachers and maths department regarding common methodologies and mathematical language 3. Collaboration with department colleagues on how to extend tasks Possible Activities to address a weakness or to promote positive attitudes 1.Bingo 2.Paired maths initiatives 3.www.haveyougotmathseyes.com 4.Problem of the week 5.Board games 6.Young Scientist 7.Social Innovators 8.Maths/Numeracy Week
- 9. Subject Dept. Plans & DEIS Targets 9 Numeracy Targets Communication Skills/Speaking & Listening Skills Literacy Targets • Record literacy targets being targeted in SIP • Record numeracy targets being targeted in SIP • Record how the subject department plan to meet the targets • Record agreed subject department classroom methodologies across whole school SSE
- 10. Scale : Is the scale suitable? Axis : Are the intervals equal? Label: Are the axes labelled? What are the units of measure? Title : What is the purpose of the graph/chart ? • Is there S.A.L.T. on Your Graph?
- 11. Wo Mathematical Language Definition Related words Write a statement in mathematical English Represent the word graphically/ symbolically
- 12. Knowledge Understanding Application Analysis Creating Evaluation Count Choose Define Describe Identify Label Match Name Outline Record State Write Associate Classify Compare Demonstrate Discuss Estimate Interpret Give examples Rewrite Paraphrase Add Apply Calculate Demonstrate Divide Examine Graph Prepare Produce Show Solve Use Analyse Combine Design Develop Illustrate Investigate Observe Outline Point out Select Compile Compose Create Generate Imagine Order Organise Plan Rearrange Assess Compare Conclude Contrast Debate Interpret Measure Prove Rank Rate Blooms TaxonoGmiyv oinf gCr itical Thinking
Editor's Notes
- Learning Outcome: (Time : 5 mins) Welcome and introductions Methodology: Turn to the person beside you and tell them your name, school and favourite chocolate bar