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Quote. “ The aim of education should be to teach us rather how to think, than what to think - rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men. ” ~Bill Beattie ~. Agenda. Part I: What ’ s your objective?

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  1. Quote “The aim of education should be to teach us rather how to think, than what to think - rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men.” ~Bill Beattie ~

  2. Agenda • Part I: • What’s your objective? • Domains 1 and 3 review • Part II: • Cylinder Activity • Part III: • FfT and CCSS connection • Part IV: • Brainstorm, how does this look in my room?

  3. On the Road Again NORMS OF THE ROAD DRIVE ON YOUR SIDE OF THE ROAD SIGNAL WHEN TURNING KEEP WITHIN THE SPEED LIMIT DO NOT TAILGATE NO U TURNS NO TEXTING WHILE DRIVING YIELD TO ONCOMING TRAFFIC

  4. Part I: • What’s your objective? • Planning and Preparation 1c review

  5. You Talk a Mile a Minute The subject is Domain 1

  6. Round 2

  7. You Talk a Mile a Minute The subject is Domain 3

  8. What’s your Objective? Domain 1 Domain 3

  9. Objectives Participants will:

  10. The 8 Essential Components Off Stage On Stage

  11. Domain 1 1c. Setting Instructional Outcomes (page 51/54) • Value, sequence and alignment • Clarity • Balance • Suitability for diverse learners 1e. Designing Coherent Instruction (page 55/60) • Learning Activities • Instructional Material and resources • Instructional Grouping • Lesson and Unit Structure Pre Conference Off Stage

  12. Domain 3 3b. Quality of Questions(page 79/82) • Quality of Questions • Discussion Techniques • Student Participation 3c. Engaging Students in Learning (page 55/60) • Learning Activities • Instructional Material and resources • Instructional Grouping • Lesson and Unit Structure On Stage Observation

  13. The Final Word

  14. Part II: Cylinder Activity

  15. Cylinder Investigation Quick Write: What are some questions you might have about the two cylinders? Table share and then chart your questions. Hamburger Hotdog

  16. Gallery Walk Which questions would you like to investigate?

  17. Cylinder Investigation

  18. Cylinder Investigation In your corners, take three minutes to talk about why you think your chosen cylinder holds the most. Chart your rational. Be prepared to share why you think the one you chose holds the most. Include reasoning for NOT choosing the other cylinder/s. What could you use to prove or disprove your hypothesis? Explain why you selected your cylinder. Be prepared to share out, you will have 30 seconds to justify your stand.

  19. Cylinder Investigation What must be true, for your thinking to be correct? If your thinking is not correct then what are the results? Give it a Go!

  20. Outcomes • What happened? • What did you notice? • Why do you think that happened?

  21. Cylinder Challenge • Your group’s challenge is to use one sheet of paper to create a cylinder that would hold the most popcorn ever! You have only five minutes! 5 :00

  22. Which of these happened?

  23. Pictures Manipulative Models Written Symbols Real-World Situations Oral Language Which of these happened? Linking to Research/LiteratureConnections between Representations Adapted from Lesh, Post, & Behr, 1987

  24. Linking to Research/Literature Research has shown that children who have difficulty translating a concept from one representation to another are the same children who have difficulty solving problems and understanding computations. Strengthening the ability to move between and among these representations improves the growth of children’s concepts. Lesh, Post, & Behr, 1987

  25. So what’s “The Big Idea?” • What were your behaviors? • What were the facilitator’s behaviors? • Identify which hypothesis was proven. • What concepts and or skills did you use? • How does this relate to the real world?

  26. Part III: FfT and CCSS Connection

  27. Reflect • How does this activity connect to the Frameworks for Teaching? Specifically components and elements for 1c, 1e, 3b, and 3c. • What Common Core State Standards for mathematical practices were addressed? • What Common Core Writing Standards were addressed?

  28. PartIV: Brainstorm, how does this look in your class?

  29. Head, Heart and Foot • Head- • What are your thought? • Heart- • What do you feel? • Foot- • What will be your action?

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