fctm keynote slides for posting
TRANSCRIPT
Beatrice Moore LuchinAuthor, Consultant, Mathematics [email protected]: Beatrice(Bea)Luchin@BeaLuchin
FLORIDA STATE STANDARDS REQUIRE: Emphasis on developing student’s conceptual understandings as well as procedural skills Fewer topics taught with greater depth Increased rigor of content and assessment of content knowledge combined with increased with increased emphasis on applications Inclusion of habits of mind-the Standards for Mathematical Practice- that students are to develop in addition to content expectations
WHAT ARE THE HABITS OF MIND FOR MATHEMATICAL PRACTICES?
MAKE THE HABITS OF MIND MATTER
“What the mind attends to, it considers. What the mind does not attend to, it dismisses. What the mind attends to continually, it believes. What the mind believes, it eventually does.”
To increase student engagement, take time to incorporate the following concepts, from Marzano’s Art and Science of Teaching, into your lessons:1. HIGH ENERGY2. MISSING INFORMATION3. MILD CONTROVERSY AND
COMPETITION4. SELF ESTEEM5. MILD PRESSURE
1. High EnergyStudents who are interested
learn more.Research findings regarding engagement and student achievement show an average gain of 27 to 31 percent.
http://www.marzanocenter.com /blog/article/5-ways-to-get-and-keep- your-students-attention/#sthash.IB1PSwVI.dpuf
2. Missing information Curiosity killed the cat,
and it also increases student’s “appetitive” state. Academically focused puzzles and games whet the “mental appetite” and provide an element of anticipation.
What additional information is needed?
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SEQUENCE CHART
3. Mild Controversy & Competition
Students enjoy problem-solving with their peers. Incorporate structured debates and group competitions to enhance student achievement. Inconsequential competition can be PowerPoint-based “Jeopardy” and “Clue” games. Be mindful to ensure that all students are part of a “winning team.”
4. SELF-SYSTEM
The self-system is the system that controls what we decide to attend to.
Everything we find personally interesting and valuable.
SELF-SYSTEM
Take a general inventory of your students’ likes.
Plan critical input experiences that reflect the learning goal, and things that give your students enjoyment, satisfaction, and pride.
SOURCE: http://www.exemplars.com/resources/rubrics/student-rubrics
IDEAS FOR THE CLASSROOM: THE 1-3-6 PROTOCOL
The 1-3-6 Protocol puts students in charge of their learning. Working both individually and in groups students develop ideas and opinions about a topic. Most importantly, the students are responsible for their learning and are actively engaged.
1-3-6 PROTOCOL 1. Students are given a task. 2. Students write their responses or ideas. 3. Students are placed in groups of 3 where they share their ideas. Each group reviews, justifies, edits, revises their ideas and write and record. 4. Merge 2 groups (6 people now) and have the students share their ideas. 5. Again, groups of 6 write a list of their ideas and bring them together. 6. Each group of 6 shares their list with the whole group.
1-3-6 PROTOCOL Application 1. What is the summary of the
question? Identify the math concept will you use? What strategy will you use? What mathematical representation will you use? Did you refer to your notes or other resources? Which ones?
3.
6.
5. Mild Pressure
Students are smart; they look for patterns in our behavior. Keep them guessing and also attentive. Students will raise their level of attention if there is a moderate chance they will be called on.
Mild Pressure Mild pressure can be generated during questioning. Don’t stop calling on students once someone has given the right answer, and get several points of view to sharpen students’ thinking.
IDENTIFY AND USE STRATEGIES FOR CALLING ON STUDENTS
1. HIGH ENERGY2. MISSING INFORMATION3. MILD CONTROVERSY AND COMPETITION4. SELF ESTEEM5. MILD PRESSURE
Beatrice (Bea) Moore Luchin
numbersmpd.com
http://blog.voyagersopris.comUnlocking the Language of Math for Your Students
Beatrice(Bea)Luchin@BeaLuchin
