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Educator Effectiveness Academy Summer 2012

Welcome Elementary Mathematics Educators. Educator Effectiveness Academy Summer 2012. Day 2. Icebreaker. Describe something that happened in your life during the year on the coin. Today’s Outcomes. Participants will: Analyze lesson plan components.

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Educator Effectiveness Academy Summer 2012

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  1. Welcome Elementary Mathematics Educators Educator Effectiveness Academy Summer 2012 Day 2

  2. Icebreaker Describe something that happened in your life during the year on the coin.

  3. Today’s Outcomes Participants will: • Analyze lesson plan components. • Develop an understanding of two types of instructional and assessment tasks - Practice Forward Task and Integrative Task. • Watch a demonstration of the Curriculum Management System (CMS). • Clarify their questions about the EEA Project requirements

  4. Warm Up - Outcome Participants will reflect on the important parts and elements that should be in a lesson plan.

  5. Warm Up - Activity Rally Table What are critical components of a lesson plan?

  6. MSDE Lesson Plan COMPONENTS IN AN MSDE LESSON PLAN • Background Information • Learning Experience • Supporting Information

  7. Background Information • Content/Grade Level • Unit/Cluster • Essential Questions • Enduring Understandings • Standards Addressed in This Lesson • Lesson Topic • Relevance/Connections • Student Outcomes • Prior Knowledge Needed • Determining Student Readiness

  8. Learning Experience • Warm Up • Motivation • Activities • UDL Components • Key Questions • Formative Assessment • Evidence of Student Learning • Closure

  9. Supporting Information • Interventions/Enrichments • Students with Disabilities • Struggling Learners • English Language Learners • Gifted and Talented • Materials • Technology • Resources

  10. LESSON PLAN ANALYSIS

  11. Analysis - Outcome Participants will analyze an MSDE lesson plan to determine how UDL, the SMP, and the content standards are addressed.

  12. Guiding Questions • How do lesson activities support SMP proficiencies? • How do UDL connections modify lesson activities to assist all students, including students with special needs? • Explain how the lesson activities target and support instruction of the content standard.

  13. Analysis – FINAL NOTE!!! FINAL NOTE!!! Any pre-made lesson plan should be adapted to meet the needs of the students in your classroom.

  14. Jump for Joy… Take A Break!!!!!

  15. TYPES OF TASKS

  16. Types of Tasks - Outcome • Participants will develop an understanding of two types of instructional and assessment tasks: • Practice Forward Task • Integrative Task

  17. Types of Tasks - Activity Let’s Do a Little Math!!!

  18. What Shapes Can I Make? • If this square is one quarter of a whole shape, what would the whole shape look like? • How many different shapes could you make? • Be ready to explain how you knew which shapes you could make.

  19. What Shapes Can I Make?Evaluating the Problem Which behaviors described in the Standards for Mathematical Practice would come into play as students solve this problem?

  20. Standards for Mathematical Practice Practice Forward Task 1. Make sense of problems and persevere in solving them. 2. Reason Abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in reasoning.

  21. Practice Forward Task A task that is intentionally designed to elicit one or more Standards for Mathematical Practice in connection to specified content standards PARCC Definition

  22. PracticeForward Task New Terms - Activity Frayer Model Practice Forward Task

  23. Debriefing… Share your “Example” and “Non-Example” within your group of 4. Justify why you believe your “Example” is an example of a Practice Forward Task.

  24. Types of Tasks - Activity Let’s Do a Little MORE Math!!!

  25. The Two thousand Problem • Find two numbers in this table that differ by approximately two thousand.

  26. So what do you think??? • What mathematics concepts and skills are measured in this problem? • Besides the content included, were the Standards for Mathematical Practice employed in order to solve the problem?

  27. Integrative Task Grade 4 Domain: Number and Operations in Base Ten CLUSTER: Generalize place value understanding for multi-digit whole numbers. (4.NBT.1-3) CLUSTER: Use place value understanding and properties of operations to perform multi-digit arithmetic. (4.NBT.4)

  28. Integrative Task A task that may best be coded to a cluster heading, domain or grade (course) rather than a specific standard. PARCC Definition

  29. New Terms - Activity Frayer Model Integrative Task • Integrative • Task

  30. Debriefing… Share your “Example” and “Non-Example” within your group of 4. Justify why you believe your “Example” is an example of an Integrative Task.

  31. Samples to Share • Work with your group to select one “Example” of either a Practice Forward Task or an Integrative Task to display on chart paper. • If desired, your group can create a new task. • Post your “Example” around the room. Donot identify which type of task it is.

  32. Checking Out Examples • Each participant takes a sticky note for each “Example.” • First, write either ‘PF’ for Practice Forward or ‘INT’ for Integrative Task to identify the type of task it is. • List the SMP that are employed in solving the different “Examples” shared.

  33. Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason Abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in reasoning.

  34. Two Questions… Is it possible that a task could be labeled as both a Practice Forward Task and an Integrative Task? Is the label identifying the type of task more important to instruction or assessment?

  35. Types of Tasks - Summary • In the future, students must be able to solve: • Integrative and Practice Forward tasks • As well as: • Traditional types of problems.

  36. Types of Tasks - Summary BIGQuestion: How will you modify your instruction to build student capacity for successful completion of Integrative Tasksand Practice Forward Tasks?

  37. Check for Understanding

  38. Check for Understanding Group members should stand one behind another.

  39. Hot Seat Question #1 Which type of task is intentionally designed to elicit one or more Standards for Mathematical Practice in connection to specified content standards?

  40. Hot Seat Question #2 Which type of taskis best coded to a cluster heading, domain, grade or course rather than a specific standard?

  41. Hot Seat Question #3 • The three principles of Universal Design for Learningcall for instruction that provides • Multiple Means of: • Principle I: ______________ • Principle II: ______________ • Principle III: ______________

  42. Hot Seat Question #4 Which set of standards describe the varieties of expertise that mathematics educators at all levels should seek to develop in their students?

  43. Hot Seat Question #5 Which Unit Plan component would include information on prior learning that supports the learning of the standards in the unit?

  44. B R E A K T I M E

  45. CURRICULUM MANAGEMENT SYSTEM

  46. CMS - Outcome Participants will watch a demonstration of the Curriculum Management System (CMS).

  47. EEA PROJECT

  48. Project - Outcome Participants will clarify their questions about the EEA Project requirements.

  49. Project Choices Professional Development Module Enrichment Activity Intervention Activity UDL Activity Power Point PD Module Power Point Lesson Seed

  50. Until tomorrow… It’s time to be creative, thoughtful, and productive as you tackle your Project which you will share tomorrow! Have fun!!

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