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Mathematics Design Collaborative

Mathematics Design Collaborative. Friday March 1, 2013 Arkansas Department of Education. Goals for Today ’ s Training. Determining next instructional steps from pre- & post-assessments analysis Connecting the AR Purposeful Pedagogy and Discourse Model to a FAL

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Mathematics Design Collaborative

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  1. Mathematics Design Collaborative Friday March 1, 2013 Arkansas Department of Education

  2. Goals for Today’s Training • Determining next instructional steps from pre- & post-assessments analysis • Connecting the AR Purposeful Pedagogy and Discourse Model to a FAL • Using videos to self-reflect on one’s teaching • Sharing teacher preparation moves for FALs

  3. Tuning Protocol While working in pairs consider the following: • Analyze the pre- and post-lesson assessments. • What are the instructional decisions you made after reviewing the student evidence?

  4. Purposeful Pedagogy and Discourse Model: Students’ Thinking Matters Most • Note connections to teaching a FAL as you read the Arkansas Purposeful Pedagogy and Discourse Model article • Be prepared to share connections you have drawn from your reading

  5. BREAK(15 minutes)

  6. Video Reflections • Share/discuss with a partner your completed Video Reflection sheet for your videoed FAL • Share/discuss with a partner your taped FAL part – including why this part • Please have your video clip ready on a thumb drive

  7. LUNCH

  8. Video Sharing • Have your video clip ready on a thumb drive for your time to share • As you view video clips of the FAL lesson • Note the teacher moves for Framing the lesson part • Note the teacher moves for moving students forward • Note connections of the Purposeful Model to the FAL

  9. Purposeful Pedagogy and Discourse Instructional Model: Connections to Mathematical Design Collaborative • Use the activity sheet to record possible connections • Think also about the videos for examples of connections • Discuss with a partner the connections you noted • Be prepared to share connections with the whole group

  10. Managing Student Consumables for FALs • With your group, identify those FAL lessons that require the use of teacher-made student manipulatives • What are the manipulatives and associated management issues? • For each example, discuss possible efficient ways a teacher(s) can use to address the preparation/management of the materials

  11. Summarizing with TESS(Teacher Excellence and Support System) • The new Arkansas Teacher Excellence and Support System is based on Charlotte Danielson’s “Framework for Teaching” • As you view Danielson’s “Framework for Teaching” • Note examples from using FALs that illustrate the Four Domains of Teaching

  12. That’s a Wrap! • Next Webinar • Email needs to Bill.Nielsen@Arkansas.gov • Conference Call Dates • Who/When/How • Training Evaluation • Questions/Comments

  13. Emails • Kelli Dougan, Math Specialist • Farmington Education Service Center • kdougan@starfishnw.org • Dr. Stanley Paul, ADE Math Specialist • Pine Bluff Education Service Center • Stanley.Paul@Arkansas.gov • Dr. Bill Nielsen, Program Manager • SAU/Magnolia • Bill.Nielsen@Arkansas.gov

  14. Additional Resource Slides

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