1 / 18

2014-15 Number Talks PDU Professional Development Unit

2014-15 Number Talks PDU Professional Development Unit. By: Callie Ludwig Munroe Elementary School. During the course of this PDU, what three instructional strategies did I implement? What strategy worked best? Why?.

lindyt
Télécharger la présentation

2014-15 Number Talks PDU Professional Development Unit

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. 2014-15Number Talks PDUProfessional Development Unit By: Callie Ludwig Munroe Elementary School

  2. During the course of this PDU, what three instructional strategies did I implement? What strategy worked best? Why? When meeting with my math intervention groups, I began with the dot card number talks, then progressed to the double ten frames, and finally the doubles/ near doubles number sentences. I feel that all of the strategies worked well to meet students’ needs at the time they were being used. The one thing I kept consistent and found to be very effective was asking kids what they saw and how they saw it during each portion of a number talk. These were open-ended questions that prompted students to explain their thinking in detail.

  3. How did I apply the PDU strategies in my classroom/practice? (examples) Who did I collaborate with during the PDU? Discuss the ways you collaborated while implementing the PDU strategies. I met with three 2nd Grade math intervention groups every Wednesday for 30 minutes each. We did a number talk each week focused on students’ number sense needs at the time. I collaborated with Amber Deakyne. She provided materials for my number talks such as dot and double ten frame cards. I also shared students’ work with Amber and used her suggestions on what type of number talk to challenge students with next.

  4. What did I learn to do differently as a result of the PDU and strategy implementation in my classroom or in my practice? I learned to challenge students to use their mental math skills to solve problems and explain their solutions orally to their peers. I also discovered that if I gave students enough time to think, they typically came up with the strategies that I might have just “shown” them how to do in the past. This will improve my students’ number sense because they will be able to explain their thinking, not just use an algorithm to solve math problems.

  5. Why is this PDU action research process important to my students learning and to my growth as a professional? I believe that this process is important to my students because I’m giving them more strategies to be successful at mathematics. Students will have a stronger number sense if they have to come up with their own strategy to solve math problems and explain their thinking orally to their peers. I am growing as a professional because this process showed me that this is a better, more effective way to teach mathematics than what I have known in the past. This process definitely gives students more ownership over their own learning.

  6. PDU Data AnalysisReflecting on the data you have collected, how did this experience impact instruction, progress monitoring, student performance, and your own practice? This experience has impacted my instruction in that I now feel comfortable letting students be the “experts” and teach their peers by sharing their strategies for solving math problems. I monitored students’ progress by recording their strategies either on paper or through a photograph. I adjusted my instruction by increasing the difficulty of my number talks as students were able to demonstrate a variety of effective strategies for solving the problems presented each time. I will continue to do these things with my future students.

  7. How will I apply my new learning in the future to further my practice? What are my next steps? I want to become more adept at recognizing what level of difficulty is appropriate for my students at any point in their progression. I would also like to know which strategies would be good to introduce with which number talk when students aren’t coming up with those strategies on their own. It would be great to find a way to capture students’ thinking on anchor charts of some sort as well, so that they can refer back to effective strategies they’ve used in the past and apply them to future problems.

  8. PDU Artifact #1 The following photos are from a doubles/near doubles number talk with one of my math intervention groups: In the doubles number sentence 7 + 7, Daniela broke the second 7 into 3 and 4, then added the 3 to the first 7 to make 10. She had 4 left, so she added that to the 10 she created and got 14. Daniela used the same strategy when presented with the near doubles problem 7 + 6. She broke the 6 into 3 and 3, then added one of the 3s to 7 to make 10. She had 3 left, so she added that to the 10 she created and got 13.

  9. PDU Artifact #1 Continued When given the near doubles number sentence 7 + 8, Carlos explained that he knew the doubles fact 8 + 8 = 16. Since 7 is just one away from 8, 16 – 1 = 15. Therefore, 7 + 8 = 15.

  10. PDU Artifact #2 The following photos are from another doubles/near doubles number talk with a different math intervention group: In the doubles number sentence 12 + 12, Angel broke both of the 12s into 10 and 2. He added the 10s together to get 20 and the 2s together to get 4. He then added 20 and 4 and got 24.

  11. PDU Artifact #2 Continued Karely further broke down the two 10s Angel created from the original 12s into four 5s. She explained that 5 + 5 + 5 + 5 = 20. Karely then added the remaining 2s together to get 4. Therefore, 20 + 4 = 24.

  12. PDU Artifact #2 Continued Galilea tackled 12 + 12 by leaving the first 12 alone, but using the second 12 that Angel broke down into 10 and 2. She added the 2 to the first 12 and got 14. She then had 10 left and added it to the 14 and got 24.

  13. PDU Artifact #3 The following photos are from yet another doubles/near doubles number talk with a different math intervention group: In the doubles number sentence 15 + 15, Fernando broke both of the 15s into 10 and 5. He added the 5s together to get 10 and then the three 10s together and got 30.

  14. PDU Artifact #3 Continued Elim further broke down the 10s that Fernando created into six 5s. He counted by 5s and got 30.

  15. PDU Artifact #3 Continued After sharing their strategies to solve the near doubles number sentence 15 + 16 = 31, students were presented with the doubles problem 14 +14. Fernando noticed that the first 14 was one less than 15 and the second 14 is two less than 16. When he subtracted 3 from 31, he got 28.

  16. PDU Artifact #3 Continued Elim and Jennifer collaborated to break both of the 14s down into 10 and 4. They added the 4s together to get 8 and the 10s together to get 20. 20 + 8 = 28.

  17. PDU Artifact #3 Continued When presented with the near doubles number sentence 14 + 15, Candy added the 4 and 5 together to get 9 and added the two 10s that were left together to get 20. She then added 20 and 9 and got 29.

  18. Exit Ticket • What support(s) do you need to further your professional growth in future PDUs? I would love to look at some student work samples and identify what types of number talks would be the next best step in their progression. • 2 things that you took away from the PDU this year: I will continue to encourage students to solve math problems mentally and share their thinking orally to further develop their number sense. During a number talk, I will continue to ask students what they see and how they see it. • 1 piece of constructive criticism: I am drawing a blank at this time. Perhaps we could sign up for snacks to bring to our PDU meetings next year? I am always so hungry after school 

More Related