PD Teaching Mathematics Effectively For Students of All Abilities By Scott Repicky

Our Time Together Broken into 6 days 3 hours of PD/day Focus: Teaching Mathematics Effectively Through: Creativity Investigation Differentiation Inclusion

Day 1 Focus How do we include all students? What does differentiation mean? How do we encourage our students’ creativity? How do we become part of the “learning revolution?” How does the language we use affect our students? Videos Ken Robinson Aimee Mullins

Looking at Education and Creativity Ted Talk Sir Ken Robinson ys_schools_kill_creativity.html ys_schools_kill_creativity.html

Questions for Discussion How do we allow students to be creative in mathematics? In what ways in our classroom, can we prepare our students to be wrong in mathematics? How can we value the strengths of our students and encourage them? How can we incorporate the arts in mathematics? How can we allow students “to move to think” in our classrooms? Any other ideas from the video?

The Learning Revolution TED Talk Sir Ken Robinson _bring_on_the_revolution.html _bring_on_the_revolution.html

Discussion with the Learning Revolution How do we go about finding and developing our students’ “natural resources” in mathematics? How do we disenthrall ourselves from past math practices to initiate new practices? How can we look at math in a non-linear way? In our mathematics program, how do we move away from the “fast food” mentality? How can we in mathematics feed our student’s passions? How do we create conditions under which our students can flourish in mathematics? How do we differentiate to help meet our students’ needs? How is inclusion of students an important part of the learning revolution?

The Opportunity For Adversity TED Talk Aimee Mullins nity_of_adversity.html nity_of_adversity.html

Discussion Questions How does our language affect our teaching? How do we empower our students? How can we empower our students specifically in mathematics? How do we help our students adapt to the challenges they will face? How can we celebrate the adversity our students face? How can we engage and support our students so they can share their gifts in mathematics? How do we keep from putting lids on our students’ abilities? How do we bring out the potential of every child in mathematics?

Review of Today In what ways, can you provide the students with opportunities to be creative with mathematics? How in your teaching of mathematics can you become a part of what Ken Robinson refers to as the “learning revolution?” How can you empower your students in their abilities in mathematics and not limit them? What questions do you have about today’s session?

Day 2 Focus: Inclusion and Collaboration Article: “Who Are Our Schools Really For?” Video: Sugata Mitra

Review Previous Session Answer any questions Any new thoughts

Inclusion Article: Who Are Our Schools Really For? Protocol: The Final Word Take 10 minutes to review the article Choose one idea or topic that stands out 1 st team member shares topic or idea, but makes no other comments Round robin, each person comments on initial person’s reflection NO CROSS TALK! Initial person then has conversation return and they have the Final Word Repeat pattern all the way around the group

Collaboration: Having students work together Advantages For Students Rely on each other Explanation of how and why not just answer Creative Learn from one another’s strengths Challenge each other Learn team work

The Future of Education Dr. Sugata Mitra

Implications? What implications does the video have for your own teaching?

Putting It Into Practice In teams of three, work together to find the answer: Are perimeter, area, and symmetry connected? Use any resources available Use other groups

Review of Today In what way can you use inclusion and collaboration to meet your students’ needs? What possible questions could you ask your students that they could investigate?

Day 3 Focus: Review last session- collaboration and inclusion Sharing of other ideas for students to collaborate on Begin looking at tiered assignments Video: Skiing and Mathematics Video: Tiered Assignments

Collaboration Follow-Up Activity Holes, Polar Bears, and Fish 15 minutes individually Discussion 15 minutes collaboratively Discussion collaboratively vs. individually

Tiered Assignments Comparing Math to Skiing 41/ 41/

The analogy between skiing and mathematics made me think…

Tiered Assignments In Practice Video- VHS Instructional Strategies for the Differentiated Classroom: #3 Tiered Assignments

Reaction to the Video What did you like? What would you do differently?

Follow-Up Activity Design a lesson with tiers

Sharing Lesson Ideas

Reflection What did I learn today? What do I want to know more about?

Day 4 Focus: Applying Tiered Assignments Readiness Differences Math Is Not Linear

Tiered Activity - Super Value Shapes Three groups Same activity Three different levels Results Reflection

Readiness Differences Tiered assignments support differences in student readiness Students progress at different levels What ways do we approach dealing with readiness differences in our classrooms?

Math is Not Linear

Reactions? How do we teach math in a non-linear way? Why would we want to teach this way? How would it be best for students of all abilities?

Putting It In Action Think of some investigations or research some investigations you can do with your students that would combine different subjects of mathematics.

Reflection of Sessions 1-4 So far, what is your “AHA” moment? What do you want to know more about? What questions do you still have?

Day 5 Focus: Changing Education Paradigms Universal Design For Learning and Mathematics Video: Sir Ken Robinson Video: Universal Design and Universal Design for Learning

Changing the Education Paradigms Sir Ken Robinson discusses changing the ways we teach to engage our students

Discussion Ideas How do we create an engaging, aesthetic experience for our students in mathematics? What did you think of his views on ADHD? How do we allow for divergent thinking in mathematics?

Universal Design for Learning (UDL) Principles Equitable use Flexible Simple and intuitive Perceptible information Tolerance for error Low physical effort Size and space for approach and use

Video: Universal Design and Universal Design for Learning

Implementing Universal Design For Learning Go to computer lab and visit this site:

Reflection What did you learn about UDL? What works with UDL? Do you see any problems with UDL?

Design a math lesson using UDL With a partner, follow the attached UDL lesson plan for your class.

Share lesson plans Share your lesson plans with the group Suggest any ideas for consideration in each lesson

Reflection Why would I want to use UDL? What questions do you still have about UDL?

Day 6 Final Day’s Focus: Math Needs a Makeover Homework Co-Teaching Review Video: Dan Meyers- Math Needs a Makeover

Dan Meyer- Math Needs a Makeover m_makeover.html m_makeover.html

Putting It Into Practice In pairs, see if you can design an open-ended real world mathematics problem that the students could solve. How would you have the students go about solving the problem?

Sharing ideas

Homework Review homework article by Bambi Betts Why do we give homework? What do students get from it? Do we differentiate with our math homework?

Math Homework Should be: Engaging Authentic Inquiry based Investigative Differentiated

Design an engaging and authentic homework for math In pairs, create a sample piece of homework. We will share these when finished.

Co-Teaching One teach, one observe Station teaching Parallel teaching Alternative teaching Teaming One teach, one assist

Sharing Ideas of Co-Teaching

In what ways does this video reflect inclusion? Discuss what meanings you found in the film.

Final Review Thank You!