N E P F N evada E ducator P erformance F ramework Southern Nevada Regional Professional Development Program Module 1 Part 2 Secondary Mathematics

Standard 1 Module for Mathematics Part I – What and Why Goal 1: What is Standard 1? Goal 2: What are the indicators for Standard 1? Part II – Implications for Mathematics Goal 3: What activities/instruction in the classroom would provide evidence of them? Goal 4: What specific plans can be designed to implement them?

Explicit connections to prior knowledge? Let’s review

Are we creating links to student’s prior knowledge?

Are we using humor to connect to prior knowledge? Let’s review

NEPF: 5 High Leverage Instructional Standards and Indicators

Standard 1: New Learning is Connected to Prior Learning and Experience

Handout

Review of the Indicators On your chart, record key words (in the column for Standard 1 Indicators) that will trigger your thoughts of what the indicator is about. (Activate) Initial Understanding (Make) Explicit Connections (Make clear) Purpose & Relevance (Provide opportunities to) Build on/Challenge

Samples of Concepts for Instruction ALGEBRA Systems of linear equations GEOMETRY Properties and attributes of polygons ALGEBRA 2 Graph and write equations of hyperbolas PRE- ALGEBRA Pythagorean Theorem and the coordinate plane MATH 6 Volume of rectangular prisms MATH 7 Surface area of rectangular prisms

Handout Revisited For your course and identified concept, brainstorm a list of the skills students should have mastered prior to the start of the unit. Record this on your handout.

Back to the handout…. On your chart record prior knowledge/skills required

Time for Activity Systems of Linear EquationsAlgebra

Let’s identify strategies/activities/instruction that produce evidence of connecting new learning to prior knowledge!

Let’s try to quickly look at…. NINE strategies in nine minutes.

Resources for Launching Your Lesson We have all used quick, simple links to prior knowledge. Daily warm-up questions displayed as students enter the classroom might be one example…. THIS IS A REFERENCE TO HELP YOU THINK OF MORE VARIED AND EFFECTIVE WAYS TO ACCESS PRIOR KNOWLEDGE!

Math -> Middle School -> NEPF Secondary Math Resources

Resource Reference List (abbrev)

Peruse the resource lists and examples Choose a strategy new to you. Share that strategy with a colleague sitting near you. Commit to use that strategy next week in your classroom.

Back to the handout…. On your chart record strategies, activities or instruction that could demonstrate the indicator for this concept in your classroom. (Activate) Initial Understanding (Make) Explicit Connections (Make clear) Purpose & Relevance (Provide opportunities to) Build on/Challenge

NEPF: Evidence Indicators

Indicator 1 Teacher activates all students’ initial understandings of new concepts and skills What Teachers Need to Demonstrate Mandatory Evidence Sources of Instructional Practice Optional Evidence of Instruction Direct evaluator observation One confirmatory item from optional evidence source Lesson plan Teacher pre/post conference Student work

Indicator 2 Teacher makes connections explicit between previous learning and new concepts and skills for all students What Teachers Need to Demonstrate Mandatory Evidence Sources of Instructional Practice Optional Evidence of Instruction Direct evaluator observation One confirmatory item from optional evidence source Lesson plan Teacher pre/post conference Student classroom interviews Student feedback (e.g., survey, writing)

What Teachers Need to Demonstrate Indicator 3 Teacher makes clear the purpose and relevance of new learning for all students Mandatory Evidence Sources of Instructional Practice Optional Evidence of Instruction Direct evaluator observation Student classroom interviews Lesson plan Teacher pre/post conference Student feedback (e.g., survey, writing)

Indicator 4 Teacher provides all students opportunities to build on or challenge initial understandings What Teachers Need to Demonstrate Mandatory Evidence Sources of Instructional Practice Optional Evidence of Instruction Direct evaluator observation One confirmatory item from optional evidence source Lesson plan Teacher pre/post conference Student classroom interviews Student feedback (e.g., survey, writing) Student work

Student Work (evidence for Standard 1)

Direct observation or in lesson plans (evidence for Standard 1) In a lesson you could show explicit connections to previous learning as shown in the following video clip. (If this was not observed, it would be evident in your lesson plans.) Multiplying Polynomials (Using Previously Learned Math Concepts) Bill Hanlon

Explicit connections…. Connecting Arithmetic Sequences to Skip Counting, Charts, Ordered Pairs and Functions Connecting Adding Fractions and Decimals Connecting Polynomial Addition to Place Value & Expanded Notation

Explicit Connections Resource: Linking Algebra with Basic Math Skills

Entrance Card (evidence for Standard 1) You could model a warm-up as seen in the My Favorite No with Leah Alcala. “ I put a warm-up problem on the board, hand out index cards to all the kids, have them write their answer. I collect it, and then I sort it, and I say "Yes, no, yes, no", and I look for my favorite wrong answer, or my favorite "no." And, we analyze that.” Student response chosen on video

Resources RPDP website List of strategies: “Resources for Launching Your Lesson”

For additional NEPF resources rpdp.net Select NEPF

In this module… We have introduced and supplied a resource with strategies/techniques/activities to use in the classroom that would provide evidence of connecting new learning to prior learning. We have provided a template to help you make specific plans for future units/chapters/concepts to identify prior knowledge, implement the indicators, and choose strategies to address them.

IN CLOSING…. Write a few sentences addressing what the following quote means to you: “If I had to reduce all of educational psychology to just one principle, I would say this: the most important single factor influencing learning is what the learner already knows.” Ausubel, D., Novak, J. & Hanesian, H. 1978, Educational Psychology: A Cognitive View, Holt, Rinehart and Winston, New York, p. 163.