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SummerUp Role of the Instructional Staff

SummerUp Role of the Instructional Staff. Dr. Kimberly Samaniego. Balancing Conceptual and Procedural Knowledge. Math is unique among subjects: it builds on itself When students do not understand a key concept early on, they cannot apply it with precision years later

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SummerUp Role of the Instructional Staff

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  1. SummerUpRole of the Instructional Staff Dr. Kimberly Samaniego

  2. Balancing Conceptual and Procedural Knowledge • Math is unique among subjects: it builds on itself • When students do not understand a key concept early on, they cannot apply it with precisionyears later • UCSD math professors site lack of conceptual understanding as an obstacle for students seeking STEM degrees and/or careers • Math is the “Achilles’ Heel”

  3. The Problem with Teaching Procedures without Conceptual Understanding • As kids move along the pipeline...early leaks turn into gushers • Often the problem begins in earlier grades (3-5) with fractions, ratios, and proportions

  4. Leaks in the Math Pipeline K-14 9-10 3-5 6-8 College 11-12 Students & teachers struggle with fractions/ratios and proportions Lack of support for difficult transition from concrete to abstract reasoning leads to over-reliance on procedural teaching Surviving students lack options as they struggle with heavy concepts & procedures in Algebra 2… The struggle continues resulting in low math placement into college math

  5. The Myth of the Flat Curriculum • Topics-based instruction teaching procedures • Many curricula are created for ease of coverage • Not all topics are weighted equally • Not all ordering is aligned to promote conceptual development

  6. “the most important things that every student needs to know” • Define the “most important things that every student needs to know to be successful in the next level” • Give these “things” a name like the “Big 10” • Create exit level assessments around the “Big 10” (skills for skills tests) • Organize instructional activities around the “Big 10”

  7. Reasoning and Sense Making Reasoning and sense making must become a part of the fabric of the high school mathematics classroom” (NCTM, 2009, p.14). Two key changes in practice must occur: • Provide students with opportunities to engage in solving worthwhile mathematical tasks (cognitively demanding or high-level) • Support students’ engagement with such tasks without taking over the thinking for them (Peg Smith, University of Pittsburg)

  8. Task Development • Identify a mathematical task that is aligned with the lesson goals • Design tasks that lay a conceptual foundation which later builds to procedural development for mastery of the skill • Make sure the task is rich enough to support discussion, promote reasoning, and provide opportunities for students to show their thinking (a cognitively challenging mathematical task) • Use Standards for Mathematical Practice as a guide

  9. Activity • Work with your table-mates to collaboratively define the “most important things that every student needs to know to be successful in the next level” • Use the SCOUT course content outline to guide your thinking • Use the Algebra II Overview from CCSS framework

  10. Differentiated Instruction • Recognize that all students have prior experiences (not blank slates) • Make connections between what students know and tease out what they do not know or have misconceptions about (never assume that they know nothing) • Use MDTP data to define whole class strengths and weaknesses to assist in organizing the course topics (pre-teaching, re-teaching, tasks)

  11. Ideas for Differentiating Instruction • Use MDTP data to determine small group instruction for deeper teaching and acceleration • Create individualized learning plans for each student • Create monitoring strategies and formative assessments to inform student progress (competency-based) • Revise learning plans daily based on student understanding and demonstrated mastery of the content

  12. Utilization of Instructional Staff • Engage in a conversation prior to the start of the course to create a common understanding about: • The goals of the course • How students are assessed • Everyone’s instructional roles • Meet regularly to discuss instructional plans and duties for the day • Whole class instruction – what are the instructional aids doing during this time? • Small group instruction – who, what, and when? • 1-1instruction – who, what, and when? • Meet to discuss the strategies for instruction

  13. Break Contact Information • Kimberly Samaniego • aksamaniego@msn.com

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