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Secondary Mathematics Leadership Meeting

Secondary Mathematics Leadership Meeting. October 25, 2012. Agenda. Introduction and Updates Book Study: Rigor is Not a Four-Letter Word Differentiated Instruction STAAR. Introduction & updates. Old Business: Evaluations from first DC meeting Algebra II EOC results

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Secondary Mathematics Leadership Meeting

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  1. Secondary MathematicsLeadership Meeting October 25, 2012

  2. Agenda • Introduction and Updates • Book Study: Rigor is Not a Four-Letter Word • Differentiated Instruction • STAAR

  3. Introduction & updates • Old Business: • Evaluations from first DC meeting • Algebra II EOC results • Questions about Math 8 PreAP • Recent Events: • HISD TI Math Day, Oct. 20 • “Early Dismissal” PD, Oct. 24 • Khan Academy

  4. Introduction & updates • Upcoming Events: • Curriculum Preview Videos • “Early Dismissal” PD, Nov. 14 • ERC Mathematics Contents: Jan. 26 • Curriculum Support: • Think Through Math: www.texassuccess.org • Exemplary Lessons • Curriculum Heat Maps • Wikispace: http://houstonmath.wikispaces.com

  5. Book Study Rigor is Not a Four-Letter Word • Read and annotate (pp. 6 — 9) √ – indicates a concept or fact already known ? – indicates a concept that is confusing or leaves you wondering ! – indicates something new or surprising • Table Discussion • What does rigor look like on your campus? • Were there any ideas you liked from the reading? • Debrief

  6. What is differentiation? Differentiation is the teacher’s response to the learner’s needs.

  7. Differentiation is not… What is differentiation? • Giving students easier or harder assignments based on their perceived ability level. • Focusing on mastery of facts. • Teaching “one” way for all students. • Teacher-centered Differentiation is … Providing access to curriculum for all students. Creating meaningful, rigorous curriculum for all students. Using on-going assessment to drive instruction. Using time, space, instructional strategies and materials flexibly.

  8. Where do we begin and with who? • English Language Learners • General Education Learners • Gifted & Talented Learners • Special Needs Learners • Instruction can be differentiated in • Content • Process • Product • According to the students’ • Readiness • Interests • Learning profile

  9. What to differentiate…

  10. What to differentiate…

  11. What to differentiate…

  12. Universal design for learningwww.cast.org; www.udlcenter.org

  13. Problem scenario

  14. Read with a partner, then reread • Selective highlighting • Model using 2-Colored Counters & draw the model • Sentence stem… • Oral explanation of reasoning/ describe steps to their problem- solving process (justification) • Read with a partner or independently • Model via a drawing & create a table • Write their reasoning/ describe steps their problem-solving process (justification)

  15. Read with a partner, then • reread • Selective highlighting • Model using 2-Colored • counters & draw the model • Sentence stem… • Read independently • Create a table and a graph • Justify solution • Look of the problem

  16. Working with Cumulative Score – Phase IMath 10,938 7,452 10,639 10,540 10,170 Y Y Y N Y RHSP MHSP RHSP None MHSP

  17. STAAR Performance Standards 2 Cut-Points / 3 Levels Satisfactory Advanced Level I Unsatisfactory Academic Performance Level II Satisfactory Academic Performance Level III Advanced Academic Performance Above Minimum For EOCs Only p. 4

  18. What are the differences among levels I, II, and III? STAAR Performance Level Descriptors

  19. Aiming for level III • From the teachers’ experiences, what is hard to teach? (Look at STAAR Snapshot) • From the students’ view what is hard to learn and apply? (Student Data) • Are my students sufficiently ready or well prepared? (Students’ previous years data)

  20. Aiming for level III • Does the activity I normally use meet all levels of the performance descriptors? • Share with your table partners how your activity meets those performance descriptors or how you could enhance those activities.

  21. Rigor and the Mathematics STAAR for Students with Special needs The least dangerous assumption that we can make about special needs students is to presume competence! Brez Jimenez, 2012

  22. Brain Research Tidbits • Stress kills Dendrites. • Twenty years ago, the average person could hold 7 — 9 bits of information in working memory. Now the average is only 3 — 4 bits.

  23. Brain Research Tidbits • A student needs to experience a concept at least 25 times within a three week period. • In order for a student to achieve at a rigorous level, they need a ratio of 7 positives to 3 concerns.

  24. Brain Research Tidbits • Information is moved from short term memory to long term memory through sleep. It takes 8 hours, or 5 REM cycles, for this to occur.

  25. STAAR Modification Guidelines TEA website for STAAR Modification Guidelines http://www.tea.state.tx.us/student.assessment/special-ed/staarm/guidelines/ • Separate guidelines for grades 3 – 8 and end-of-course assessments • Subject specific guidelines Updated 8/12/2012

  26. Evaluations & Closure

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