day 2 e ducator e ffectiveness a cademy s ummer 2012
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Day 2
EDUCATOR EFFECTIVENESS ACADEMY SUMMER 2012
WelcomeMathematics
Educators
How many miles did you drive to get here today?A. 5 miles or less
B. Between 5 and 15 miles
C. 15 to 25 miles
D. Over 25 miles
How many years of teaching experience do you have?A. 1-5 years
B. 6-10 years
C. 11-15 years
D. Over 15 years
Which of these describes your favorite vacation?A. Action and adventure
B. Laying on a beach and reading a book
C. Sightseeing
D. Visiting family and friends
OUTCOMES The participants will:
analyze an MSDE lesson plan to determine how UDL and the Standards for Mathematical Practice are addressed.
develop an understanding of the terms “Practice Forward Task” and “Integrative Task.”
watch a demonstration of the Curriculum Management System.
clarify their understanding of the EEA Project requirements.
WARM UP
OutcomeThe participants will make a list of the pieces of information that should be included in a lesson plan.
WARM UP
Rally TableWhat information would you include in a lesson plan?
MSDE LESSON PLAN
3 Categories
• Background Information• Learning Experience• Supporting Information
MSDE Lesson Plan Components
Background Information
• Content/Course• Unit• Essential Questions/Enduring Understandings Addressed in
the Lesson• Standards Addressed in This Lesson• Lesson Topic • Relevance/Connections• Student Outcomes • Prior Knowledge Needed to Support This Learning
(Vertical Alignment)• Method for determining student readiness for the lesson
MSDE Lesson Plan ComponentsLearning Experience
SMP Addressed
Component Details
Warm UpMotivationActivity 1 •UDL Components•Key Questions•Formative Assessment• Evidence of Student Learning•Summary
MSDE Lesson Plan ComponentsSupporting Information
• Interventions/EnrichmentsoStudents with Disabilities/Struggling
LearnersoEnglish Language LearnersoGifted and Talented
• Materials•Technology•Resources
OUTCOMEThe participants will analyze an MSDE lesson plan to determine how UDL and the Standards for Mathematical Practice are addressed.
LESSON PLAN ANALYSIS
Focus Questions1. In what ways do the activities in this lesson plan
support the proficiencies described in the Standards for Mathematical Practice?
2. How do the activities address the needs of all learners?
3. How do the activities support the development of the content standards that the lesson plan targets?
LESSON PLAN ANALYSIS
Summary1.In what ways do the
activities in this lesson plan support the proficiencies described in the Standards for Mathematical Practice?
LESSON PLAN ANALYSIS
Summary2. How do the activities
address the needs of all learners?
LESSON PLAN ANALYSIS
Summary3. How do the activities support the
development of the content standards that the lesson plan targets?
ANALYSIS – FINAL NOTE!!!
FINAL NOTE!!! Any pre-made lesson plan should be adapted to meet the needs of the students in your classroom.
JUMP FOR JOY…
Take A
Break!!!!!
OutcomeThe participants will become familiar :• Practice Forward Task •Integrative Task
PARCC AssessmentTwo considerations in the design of the PARCC assessments.Some items will:•Measure multiple standards•Connect content and practices
Let’s Do a Little Math
LET’S DO A LITTLE MATH
School officials want to build a new football field that
will be 120 yards by 53 yards. However, the owner of
a local nursery has donated enough grass seed to
plant 81,000 square feet of grass. Since they have
more than enough grass seed for the football field,
school officials would like to plant a uniformly wide
border around the field. What are the dimensions of
a rectangular area with a uniformly wide border
which has an area of 81,000 square feet ?
Total area =
81,000 square feet=9,000 square yards
120 yards
53 yards
2
2
9000 120 2 53 2
9000 6360 346 4
4 346 2640 0
x x
x x
x x
x x
x
2346 346 4 4 2640
7.0546966 yards2 4
x
The dimensions of the rectangular area 134 yards by 67 yards
Solution
“LET’S DO A LITTLE MATH”EVALUATING THE PROBLEM
Evaluate the problem for the mathematical content that the problem assesses by answering the following questions. To complete this problem successfully :•Which mathematical concepts must a
student understand?•Which mathematical skills must a
student be able to use?
“LET’S DO A LITTLE MATH”EVALUATING THE PROBLEM
Which behaviors described in the Standards for Mathematical Practice would come into play as a student solves this problem?
Practice Forward TaskA task that is intentionally designed to elicit one or more Standards for Mathematical Practice in connection to specified content standards.
PARCC Definition
Frayer Model for
Practice Forward Task
Definition (in your own words)A type of math task that will appear on the PARCC assessments that will provide evidence as to how well a student can use the math practices. Practice
Forward Task
Facts/Characteristics•Will be tied to content•Would be difficult to complete without engaging in the practices•Can assess more than one practice at a time
Practice Forward Task
ExampleA physics professor says “Of course it is easy to see that
when .” •Give a possible explanation in terms of the
structure of the expression on the left why the professor might say that.
Practice Forward Task
2
0 2
vL 1- =0
c
v=c
PRACTICE FORWARD TASK
School officials want to build a new football field that
will be 120 yards by 53 yards. However, the owner of
a local nursery has donated enough grass seed to
plant 81,000 square feet of grass. Since they have
more than enough grass seed for the football field,
school officials would like to plant a uniformly wide
border around the field. What are the dimensions of
a rectangular area with a uniformly wide border
which has an area of 81,000 square feet ?
What characteristics does this
problem display that would allow
it to be classified as a “Practice
Forward Task?”
Non Example
Practice Forward Task
If 3 1 8, then what
is the value of ?
y
y
Frayer Model for
Practice Forward Task
A type of math task that will appear on the PARCC assessments that will provide evidence as to how well a student can use the math practices.
•Will be tied to content•Would be difficult to complete without engaging in the practices•Can assess more than one practice at a time
A physics professor says “Of course it is easy to see that
when v=c .” • Give a possible explanation in terms of the
structure of the expression on the left why the professor might say that.
2
0 2
vL 1- =0
c If 3 1 8, then what
is the value of ?
y
y
PARCC DEFINITION
Integrative TaskA task that may best be coded to a cluster heading, domain or grade or course rather than a specific standard.
INTEGRATIVE TASK
School officials want to build a new football field that
will be 120 yards by 53 yards. However, the owner of
a local nursery has donated enough grass seed to
plant 81,000 square feet of grass. Since they have
more than enough grass seed for the football field,
school officials would like to plant a uniformly wide
border around the field. What are the dimensions of
a rectangular area with a uniformly wide border
which has an area of 81,000 square feet ?
What characteristics does this
problem display that would allow
it to be classified as an “Integrative
Task?”
INTEGRATIVE TASK
Conceptual Category: NumberDomain : Quantities
StandardsN.Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. ★
N.Q.2 Define appropriate quantities for the purpose of descriptive modeling. ★
N.Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. ★
INTEGRATIVE TASK
Conceptual Category: AlgebraDomain : Creating Equations
StandardsA.CED.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
A.CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context.
INTEGRATIVE TASK
Conceptual Category: AlgebraDomain :Reasoning with Equations and Inequalities
StandardsA.REI.4 Solve quadratic equations in one variable.
A.REI.4b. Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation.
Create a Frayer Model for
Integrative Task
Share and justify your example.
Integrative Task
INTEGRATIVE TASK
Post one example from
your group(include list of Mathematical Skills
addressed as justification.)
Integrative Task
GALLERY WALK
“TURN AND TALK” SUMMARY
Big QuestionHow will you modify your instruction to build student capacity for successful completion of Integrative and Practice Forward Tasks?
CHECK FOR UNDERSTANDING
CHECK FOR UNDERSTANDING
Group members
should stand one
behind another
HOT SEAT
Question #1Which set of standards describe the varieties of expertise that mathematics educators at all levels should seek to develop in their students?
HOT SEAT
Question #2The standards:•Model with Mathematics •Use Appropriate Tools Strategically •Attend to Precision
are from of which set of Standards?
HOT SEAT
Question #3Which type of task is intentionally designed to elicit one or more Standards for Mathematical Practice in connection to specified content standards?
HOT SEAT
Question #4The three principles of Universal Design for Learning call for instruction that provides
Multiple Means of:
Principle I: ____?___________Principle II: ____?___________Principle III: _____?__________
HOT SEAT
Question #5Which type of task is best coded to a cluster heading, domain or grade or course rather than a specific standard?
HOT SEAT
Question #6Which Unit Plan component would include information on prior learning that supports the learning of the standards in the unit?
B R E A K
TI
ME
CURRICULUM MANAGEMENT SYSTEM
OutcomeThe participants will watch a demonstration of the Curriculum Management System.
PROJECT
OutcomeThe participants will clarify their understanding of the EEA Project requirements.
PROJECT
Project Choices
Power Point
Professional Development
Module
EnrichmentActivity
UDLActivity
Professional Development
Module
InterventionActivity
EnrichmentActivity
UDLActivity
UNTIL TOMORROW…
Now, it’s time to be creative, thoughtful, and productive as you tackle your Project and prepare to share it tomorrow!
Have fun!!
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