This lesson plan teaches 7th grade students about measures of central tendency by having them collect data from grabbing handfuls of linking cubes. Students create a graph of the data and determine the range, mode, median, and mean. They learn key terms like outliers and average. The lesson is effective because it uses active, hands-on learning including group work and discussion to deeply engage students with standards-based math concepts in a fun, visual way.
Differentiating instruction is important to the content, management and goals in the classroom. Students of all learning styles will be able to succeed in a classroom that differentiates instruction. There are many different trends in instructional styles. When the teacher rotates instructional styles, such as the ones in this presentation, the needs of all the students can be met.
The idea of blended learning—combining digital curricula and tools with face-to-face instruction—for elementary grades is becoming more popular, and educators are finding it works particularly well in mathematics. Our guests will provide successful approaches for implementing this technique, including resources, strategies, and examples of instruction, as well as tips for modeling blended learning in elementary grade math.
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In the edWeb.net Blended Learning community’s latest webinar, Elliot Sanchez joined Dr. Tim Hudson, Senior Director of Curriculum Design for DreamBox Learning, Inc., and discussed the future of math education. Elliot, Founder & CEO of mSchool, and one of the 2014 Forbes 30 Under 30, is a leading education innovator with 14 state-funded classrooms that successfully leverage blended learning. Elliot and Tim discussed mSchool’s approach and successes, blended learning, formative assessment, meeting the diverse needs of all students, Common Core State Standards, and digital learning technologies. They provided a recap of insights from the January 22, 2014 The Future of Math Education: A Panel Discussion of Promising Practices webinar, with a focus on blended learning. That panel included NCSM President Valerie Mills, renowned math educator; author Dr. Cathy Fosnot, and past NCTM and AMTE President Dr. Francis (Skip) Fennell. Everyone interested in the success of all students in learning mathematics—educators, parents, and community members— can appreciate the valuable insights and approach to innovation from these education thought leaders.
Tools To Assess The Quality Of The Curriculumdbrady3702
How can we assess the quality of the documented curriculum, the enacted curriculum, the assessed curriculum, and the impact of the curriculum on students? From data analysis, to looking at student work, to power standards, to calibration, to professional learning communities, these tools help us to assess the curriculum.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. The National Middle School Association Successful learning for young adolescents High Expectations All students can learn. Based on Standards of Learning Curriculum Frameworks Active Learning Students remain engaged. Relevant Challenging High, yet achievable goals Exercise higher order thinking skills. Integrative Assessment & Evaluation
3. Effective Lessons Objectives are based on SOL’s. Lessons are well-planned. Research Virginia Department of Education (from website) Test Release Items Enhanced Scope/Sequence PLUS lesson plans Middle School Math Strategies textbooks student texts math for teachers textbooks professional journals online resources Revise and Personalize
5. Probability: Grab a Handful Related Standard of Learning 7.16, 7.18 7th Grade
6. Students collect data about the handful of cubes and use the data to explore the mean, median and mode. 7.16: TSW create and solve problems involving the measures of central tendency (mean, median, mode) and the range of a set of data 7.18: TSW make inferences, conjectures, and predictions based on analysis of a set of data Overview Related Standards of Learning
10. Instructional Activity Note: This activity is a modified version of a lesson found in the Probability and Statistics Teachers Resource Guide, developed by the Virginia Department of Education. Have students grab a large handful of cubes from a bucket or bag. Each student should connect all of his/her cubes and write the number of cubes in the cube-train on a Post-it Note. Students then take their Post-it’s to the whiteboard and construct a bar graph or line plot (using notes as bars/line plots. Students then line up at the front of the room according to the number of cubes each student has. They should line up in front of each other when there is more than one student with the same number of cubes. (human plot should be similar to line plot on board)
11. Instructional activity Continued Teacher leads the group through a discussion of the measures of central tendency (mean, median, mode) using vocabulary words. While discussing range, students learn about outliers Before discussing, students should be asked what they know. Assessing prior knowledge is key. They also should be encouraged to predict the median and the mean. The mode is easily illustrated on the human line plot and the line plot or bar graph on the board.
12. Instructional activity Continued Before the median discussion begins, ask students to spread out in one line. Ask students to move out from the line in pairs – one from each end at the same time. The idea with this is that students will see how, as you approach the center, there will be one or two students remaining. They will experience what the center really is. The movement away from center makes this very clear to students. Discussion should follow regarding the median and what it represents.
13. Instructional activity Continued Before illustrating the mean, students should again discuss what they re really trying to find. Encourage students to share ways they could find the mean using cubes. Then have students share linking cubes with each other until all students have a similar number of cubes. They share until sharing anymore isn’t helpful to reach the same number of cubes for each student. More than likely, two groups will exist. Some students will have trains of one number and the other group will have trains of another number. At this time, students discuss the mean and also use the term average.
14. closure End the lesson by reviewing the measures of central tendency students have learned and stating again the actual answers for this collection of data. Students should be encouraged to discuss how changes in the data would affect the measures of central tendency. Ask students to complete the Recording Sheet.
15. Assessments Informal assessments throughout the discussion part of the activity. The recording sheet can be used as an assessment Further assessments for understanding: Students look up statistics on the internet Weather data Sports statistics Population data Use this data to create problems asking students to determine which measure of central tendency would be best to use to describe the data set, and have them find it VA Dept. of Education release data test items
16. Technology option Have students complete a spreadsheet with give data
19. I consider this lesson effective because it is developmentally appropriate for middle school learners High expectations based on SOL’s Relevant, challenging Active learning multisensory Guided practice Hands on Inductive learning Cooperative learning Discussions Visual stimulus Graphic organizers technology
20. Attachment: recording sheet Name: Date: Number of cubes I grabbed in one handful: Number of students participating in this activity: Total number of cubes grabbed by the students: Using the data, I discovered the following: Range of the data: Identify any outliers, and tell why they are outliers. Mode(s) of the data: How did you know? Median of the data: What is the meaning of median? Mean of the data: Why is the mean also called the average? Which measure of central tendency best represents the data and why?
21. Resources Virginia Department of Education Enhanced Scope & Sequence http://www.doe.virginia.gov/VDOE/Assessment/Release2008/VA_Spr08Released_G7Math.pdf Virginia Department of Education Release Test Items http://www.doe.virginia.gov/VDOE/Assessment/Release2008/VA_Spr08Released_G7Math.pdf T/TAC Online SOL Enhanced Scope and Sequence http://ttaconline.org/staff/sol/sol.asp National Middle School Association – This We Believe http://www.nmsa.org/AboutNMSA/ThisWeBelieve/tabid/1273/Default.aspx
