Presentation Transcript

1. CELEBRATE THE STRUGGLE: Empowering students to develop a deep understanding of essential knowledge, skills, processes, and vocabulary Essential Vocabulary Essential Skills LEARNING TARGET Essential Knowledge Focus Area: MATH Kindergarten through Grade 3 High Expectations Prepared for the Professional Learning Network of the Richmond Public Schools by Dan Mulligan, Ed. D., flexiblecreativity.com February 2014
2. Resources to Share
3. Premise of the Workshop As the United States continues to compete in a global  economy that demands innovation, the U.S. education system must equip students with the four Cs: critical thinking and problem solving, communication, collaboration, and creativity and innovation.
4. Curriculum Framework…modified… Essential Knowledge, Skills, and Processes
5. a. The number of cavities the sixth graders have? b. The number of people in the sixth graders’ families? c. The ages of the sixth graders’ mothers? d. The heights of the sixth graders in inches?
6. GoodInstruction(Keep it Simple…Keep it Real) “We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.” ~Ron Edmonds
7. Essential Elements of a Vertically Articulated Curriculum(Attained Curriculum) Essential Skills & Processes Essential Knowledge LEARNING TARGET (attained curriculum) Essential Vocabulary
8. page 31
9. pages 6 – 14
10. 4 – second partner Find a NEW friend in the room from a different school/grade-level. Find 2 comfortable seats and relax. *Please bring the handout and a pen(cil)!
11. page 5
12. “A positive attitude may not solve all of your problems, but it will annoy enough people to make it worth it.” -Maya Angelou
13. Effective Instruction: focus on essential knowledge, skills, processes, & vocabulary Three types of curricula exist in any classroom: The Intended Curriculum: content/skill specified by the state, division, or school at a particular grade level. The Implemented Curriculum: content/skill actually delivered by the teacher. The Attained Curriculum: content/skill actually learned by the students. Implemented Curriculum Attained Curriculum Intended Curriculum
14. Please send a table representative to pick-up a resource for each team member. instructional strategies Work collaboratively (e.g., construct viable arguments, critique, agree) to identify key words that capture the essential elements of instructional strategies with fidelity. Enjoy working with your new best friend.
15. page 45

16. Identifying Similarities and Differences

17. If you want a learner to truly understand and own essential knowledge, expand your exploration from ‘what it is’ to also ‘what it is NOT’.
18. page 46 Work with your partner to prepare a conceptual example that can be shared with your staff.
19. WHAT’S MY RULE?Theme: Sports Rule: Bowling Terms
20. WHAT’S MY RULE?Theme: Geometry Rule: Plane figures with less than 5 sides.
21. page 48
22. How can you use the Where do I belong? structure to support your role as teacher/administrator? ? ? 4 right angles A = bh Right Triangle 3 sides 1 right angle 4 sides One side is the longest Opposite sides equal A = ½ bh Rectangle
23. Open Task and Constructed Response page 48
24. Self-Assessment Tool
25. Kinds of Evidence – Continuum of EvidenceInformal Check for Understanding
26. page 49
27. SPREAD the LOVE Introduce your partner to the other people at your table.
28. Advanced Organizers Use Visuals Advanced organizers help students organize the information and retain 5 times more of the information.
29. VENN DIAGRAMS Fractions Decimals
30. Tools to Facilitate Deeper Thinking cause effect The word is a ____________ The word expresses an action 7 1 16 25 4 3 9 36 11 a. b. Place the following numbers in the Venn Diagram: 49 2 81 21
31. page 50 That was the sound of rigor in mathematics… Driving Question: How does learning math sound in your class, school, or division?
32. page 32 – 35
33. Should Jesse Guess Seth has 21 cents in his pocket. Seth told Jesse that he would give Jesse the 21 cents if he could correctly guess what coins they were. He would give Jesse 3 guesses. If Jesse did not guess correctly, Jesse would have to give Seth 21 cents. Should Jesse guess? Conduct an experimental probability experiment to help explain your math thinking.
34. Work Template POSTER
35. Students OWN a Vertically Articulated Problem Solving Strategy
36. Should Jesse Guess Seth has 21 cents in his pocket. Seth told Jesse that he would give Jesse the 21 cents if he could correctly guess what coins they were. He would give Jesse 3 guesses. If Jesse did not guess correctly, Jesse would have to give Seth 21 cents. Should Jesse guess? Conduct an experimental probability experiment to help explain your math thinking.
37. Seth has 21¢ in his pocket. Jesse has up to three chances to find what kind of coins Seth has in his pocket. Jesse should accept the challenge if his chances are 50% or better. I can find how many different coin combinations make 21¢. Does Jesse have a better than 50% chance of guessing the right coins in 3 guesses? There are 9 ways to make 21¢ and Jess has 3 guesses, the probability that Jess will guess correctly is 3/9 or 1/3.
38. page 23 - 24
39. Essential Vocabulary
40. Identifying the words to teach… Find out which words are "your" words. Read the Curriculum Framework for your grade level, highlighting the words you think your students won't know. Then go back to each year prior to yours and highlight those words. Next, create a pre-assessment for your students with these critical words and glue it in their Interactive Notebook. A simple list of words followed by columns marked "Yes" (I understand), "No" (I don't understand) and "Maybe" (I might understand) is a start. Use this information and your professional judgment to decide which words have not yet been mastered and require instruction. WORD SORT + Rigor with Nurturing
41. page 2 Common Core and College and Career Words McREL researchers estimate 85% of achievement test scores are based on the vocabulary of the standards. Students from poverty, ELL students, and other at-risk students are particularly in need of learning these words in ways that meet their specific learning needs. CRITICAL VERBS Analyze Articulate Cite Compare Comprehend Contrast Delineate Demonstrate Describe Determine Develop Distinguish Draw Evaluate Explain Identify Infer Integrate Interpret Locate Organize Paraphrase Refer Retell Suggest Support Summarize Synthesize Trace CRITICAL NOUNS Alliteration Analogy Argument Central Idea Conclusions Connections Connotative Language Details Evidence Figurative Language Illustrations Interaction Metaphor Mood Point of View Rhetoric Simile Stanza Structures Theme Tone Trace
42. Sample VA SOLItem Stems As many as thirteen of the critical words can be found in the VA SOL kindergarten standards.
43. Extra for Experts As many as thirteen of the critical words can be found in the ELA kindergarten standards. With a partner, create a set of five questions that involve the use of as many critical words as appropriate to the standard.
44. SpintheWord modified VA SOL Essential Nouns and Verbs Remove the cards from the bag. Place the deck of cards face down in the center of the table. Determine the order of playing by each person rolling the die. Each card contains: Math vocabulary word, and Method of giving clues Remember: Each person has a turn, Each person has a lifeline! Enjoy!
45. Nouns and Verbs nouns
46. Click on the arrow to start and stop spinner.
47. Page 28
48. Name that Essential Knowledge Essential Skills, and Essential Processes
49. The 3 – 8 Edition Who owns this? 8.3a Write a proportion given the relationship of equality between two ratios. Test the validity of properties by using examples of the properties of operations on real numbers. Plot in the coordinate plane ordered pairs (x, y) from a table. Identify examples of points, line segments, rays, angles, and lines Recognize and demonstrate appropriate use of the equals sign in an equation. Determine patterns and relationships within data sets (e.g., trends). Identify which numbers are even or odd. 6.19b 8.16b 3.15a 4.16c 7.11b 5.3d
50. Talk to Me… Directions Form a team of EIGHT (8) people… Determine the person with the most sisters and then send them to pick-up your team ziplock bag… PLEASE DO NOT OPEN!!! Determine the person with the least sisters and send them to pick-up a grid sheet for each person. Distribute a grid sheet to each team member.
51. Follow-up Debriefing Each pair should share with your other team members the method you used to graph the figure. Discuss with your team: Which method appeals to you? Is there another method that you would prefer? Prepare for a “pairs choice of method” with a new graph.
52. Key Question Did your performance on the second attempt to complete the grid exercise improve after having an opportunity to self-assess your initial strategy?
53. Book A page 2
54. page 43 - 44
55. page 43 Types of Classroom Assessment and Evidence of Understanding Generated
56. page 27-30 MULTIPLICATION TOSS Two or more players take turns to toss 2 ten-sided dice (2 six-sided dice could be used initially). The result of the toss determines the region to be marked. For example, a 6 and a 4 could be recorded as 6 fours (6 rows of 4) or 4 sixes (4 rows of 6). A border is drawn around the region and the relevant fact is recorded in the region. The object of the game is to cover as much of the grid as possible without overlapping. At any time in the game a player can decide to partition or split the region. For example, instead of 6 eights, a player may decide to enclose two separate regions such as 5 eights and 1 eight or 4 eights and 2 eights. FACTOR CROSS MAX’S MATCHSTICKS
57. Thank you for your commitment to children! "It's your attitude, not just your aptitude that determines your ultimate altitude." --ZigZiglar Dan