Intermediate Mathematics and the Learner-Centered Environment?

Slides:



Advertisements
Similar presentations
LESSON-DESIGN ELEMENTS THAT REFLECT THE COLLEGE-AND CAREER- READY STANDARDS FOR MATHEMATICS AND THE STANDARDS FOR MATHEMATICAL PRACTICE. CCRS IMPLEMENTATION.
Advertisements

Using Assessment to Inform Instruction: Small Group Time
Collaboration and Leadership Alliance: Teaching All Learners October 5, 2010.
Digital Library Resources. Purposes of the Digital Library Provide teachers with resources to build their formative assessment practice to support student.
© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Module Focus Grade 2- Module 4.
Lesson Design: An Overview of Key Tools for Flexible Math Instruction Think about Ms. Christiansen—the teacher in the video. What helps a teacher plan.
1 Let’s Meet! October 13,  All four people have to run.  The baton has to be held and passed by all participants.  You can have world class speed.
Our Leadership Journey Cynthia Cuellar Astrid Fossum Janis Freckman Connie Laughlin.
© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Functions A Close Look at Grade 9 Module.
Making Group Work Productive PowerPoints available at Click on “Resources”
© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Module Focus Grade 5 Module 2.
Examining Student Work and Data Professional Learning Community Action Teams PUSD Instructional Services-PLC Action Team Training Fall 2008.
Targets, Tasks and Texts Across the Day (Grades 3-5) Experienced with NTI Teachers/ Coaches Session 5.
Professional Development PLC Lead Training Cultural Shifts: Rethinking what we do and why we do it Together, we can make a difference.
N UMBER S ENSE Math & Science Collaborative at the Allegheny Intermediate Unit.
February 28.  Unit plans feedback (that I have completed)  Expectations for reflections  Pre-Internship Expectations  Questions you always wanted.
Formative Assessment February Fraction Action.
ACES PROFESSIONAL LEARNING COMMUNITY II MEETING THREE 1 ACES PLC II, ATLAS, January 2015.
Developed by the Southern Alberta Professional Development Consortium (SAPDC) as a result of a grant from Alberta Education to support implementation of.
Common Core State Standards
STRONG START Thursday, June 23, 2016 Morning.
Math 6-8: The Standards in Practice: A Common Core Lesson
Strategies That Support Differentiated Processing
Welcome!! Please sit in teams of 4
Grade 6 – Module 5 Module Focus Session
21st Century Teaching and Learning
Component 4 Effective and Reflective Practitioner
Quarterly Meeting Focus
Please sit at the appropriate table with your IC/Principal.
Component 2 Differentiation in Instruction
The Year of Core Instruction
Strategies That Support Differentiated Processing
Mathematics and Special Education Leadership Protocols
Common Core Aligned Writing
Educational Context 22 third grade students ages 8-9
WELCOME How do we define assessment?.
Classroom Assessment CA NGSS Rollout 4 #CANGSSRollout
ODL Lesson Study Feedback (Formative Assessment)
Promoting Reflective Practice Local District 6 February 18, 2005
Masterminding Math Instruction
Department of Special Education
Integrating Technology: Some Things You Should Know
Mapping it Out! Practical Tools to Use Assessment Well
Mentoring: from Teacher Candidate to Successful Intern
Office of Education Improvement and Innovation
Created & Presented by Ariel Riche Kirksey Middle School, JPSD
Logo slide English/Arabic
Component 4 Effective and Reflective Practitioner
Race to the Top~November Session
Connecticut Core Standards for Mathematics
SETT FRAMEWORK Collaborative Decision Making Process
Connecticut Core Standards for Mathematics
Connecticut Core Standards for Mathematics
Core Competencies: Moving forward with Self-Assessment
Instructional Learning Cycle:
Analyze Student Work Sample 2 Instructional Next Steps
Connecticut Core Standards for Mathematics
Revisit Differentiation and Reflection Standard Prepare for Submission
Connecticut Core Standards for Mathematics
Analyzing Student Work Sample 2 Instructional Next Steps
Connecticut Core Standards for English Language Arts & Literacy
The Key Elements to FRACTION Success
Cooperating Teacher Training
SUPPORTING THE Progress Report in MATH
Session 1, Program Introduction and Overview
It’s that word again – Differentiation!
Jeanie Behrend, FAST Coordinator Janine Quisenberry, FAST Assistant
OTL:NGP:EA:1217.
Our Leadership Journey
DIFFERENTIATED INSTRUCTION USING ASSESSMENT EFFECTIVELY.
Presentation transcript:

Intermediate Mathematics and the Learner-Centered Environment? What’s the Real Story? Flo Falatko Jill Wright

Outcomes Participants will: become familiar with the Learner-Centered Mathematics Tool and understand the components of high-quality mathematics instruction. discuss and collect strategies, models, and technology resources to support small group instruction within the learner-centered environment (LCE). identify personal strengths and areas of growth in providing learner-centered mathematics instruction.

LCE and Mathematics Turn and Talk: What do you envision the learner-centered environment could look like in the intermediate mathematics classroom? For the next 7 minutes watch this video, and consider your assigned question: What is the teacher doing? What does the environment look like? What are the students doing? Turn and Talk: Allow time for teachers to discuss what math COULD look like in the LCE . Prior to the video: Specify the length of the video. Break the group into 3 sub groups; teacher, environment, and student. (Possibly use numbered heads together strategy.) Assign each numbered group one question to watch for while viewing the video. After the video: Debrief on the three questions by allowing participants to share. As they share instructors should take notes of what participants say that aligns with the Math Tool. Provide the LCE Math tool: Connect to the participants comments and make some of your own observations/connections to the video. Allow time to review the tool and have a conversation where numbers 1, 2 and 3 get to connect the video to the tool together. VIDEO LINKS: Link to Gr 8 lesson http://www.bcps.org/bcpstv/video.html?Program=CACT&VideoID=698 View from the beginning of the video to 7:10 mark

Collaborative Small Group Variation: Jigsaw Students work in collaborative groups; every student engages in same mathematical task. Refer to STAT cohort meetings – the visuals on the next few slides were shared at those meetings so some of the participants may be familiar with the visuals. However, some participants may not be familiar. Instructors should describe this small group model and provide an example of a time when this might be used. Example: Grade 3, Unit 1 - students are introduced to the 2 kinds of division (equal sharing and equal parts). Video link is provided as a resource. Video – Fractions Lesson 35 second mark to 3:56 mark

Stations / Rotations Students work in collaborative groups; students rotate and experience the same mathematical activities; multiple mathematical activities are occurring at once; teacher circulates. Instructors should describe this small group model and provide an example of a time when this might be used. Example: Review content perhaps toward the end of a unit. Perhaps content such as practicing division with various strategies. Video link is provided as a resource. Video – Fractions Lesson 8 minute mark to 9:16

Personalized and Customized Learning BCPS Definitions Personalized Learning: Instructional design in which the student takes an active role in their learning through choice in sequence and selection of learning experiences based on standards, interests and learning preferences. → Key Concept: Student Choice in learning experiences Customized Learning: Instructional design in which the sequence and selection of learning experiences for each student is driven by teacher decisions.  The teacher bases decisions upon student formative assessment data and learner profile. → Key Concept: Teacher adjusted instruction based upon data         Clarify language – note the key concepts

Customized Instruction Students receive targeted instruction based on teacher decisions around formative assessment data and learner profiles. Describe this small group model and connect to the video. Where did you see customized instruction in the video?

Customized and Personalized Instruction Students receive targeted instruction based on learning styles and interests, student needs, and learning progressions. Describe this small group model and connect to the video. Where did you see customized and personalized in the video?

Matching and Discussion Models of Small Group Instruction Matching and Discussion Which models of small group instruction are you currently implementing? Distribute the Small Group Matching Cards. Direct participants to match the 4 classroom descriptions with the 4 models. As they do so, direct them to discuss the question, which models of small group instruction are you currently implementing? Allow a few teams/ individuals to share. The next slide can serve as an “answer key.”

C. Customized & Personalized Models of Small Group Instruction Matching “Suggested” Answers A. Stations B. Collaborative C. Customized & Personalized D. Customized

Our Journey symbaloo.com/mix/mathLCE

Student Reflections Insert Videos

Teacher Reflection Tool Where are your “growth points” ? What three strategies shared today will you try in your mathematics classroom?

Thank You Presenters’ Contact Info ffalatko@bcps.org jdunham@bcps.org