The following is a summary of thoughts and ideas that align with our sessions.
Math Improvement Strategies
• Align program resources with standards
• Adopt high-quality program resources that align with state standards
• Analyze state/district/school/classroom data for areas of improvement
• Provide collaborative, embedded professional development
• Use time (classroom, extended learning, summer school) effectively
Bloom’s Taxonomy
• Knowledge – Know, Recall, State
• Comprehension – Understand, Describe
• Application – Apply, Use, Demonstrate
• Analysis – Analyze, Compare, Generalize
• Synthesis – Synthesize, Create, Propose
• Evaluation – Evaluate, Judge, Justify
Instructional Improvements
• A seamless standards-based mathematics curriculum
• Focus on conceptual understanding using manipulatives and models
• Effective problem-based instruction
• Engaging and student-centered learning
• Emphasis on communication using graphic organizers
• Visual strategies to teach vocabulary
• Individual and collaborative learning
• Ongoing formative assessment of students
Effective Strategies
• Identifying similarities & differences (45%)
• Summarizing and notetaking (34%)
• Reinforcing effort & providing recognitions (29%)
• Homework & practice (28%)
• Nonlinguistic representation (27%)
• Cooperative learning (27%)
• Goal setting & feedback (23%)
• Generating & testing hypothesis (23%)
• Cues, questions, and graphic organizers (22%)
General Guidelines
• Move to student-centered learning in cooperative groups
• Use problem-based or thematic units (context)
• Focus on vocabulary (posters, pictures, objects)
• Use manipulatives
• Require all students to produce quality products (written and oral)
• Change the role of the teachers to guide, coach, facilitator, mentor
• Visuals, visuals, visuals, visuals!!
Analysis of 6th, 7th, & 8th Grade Math Expectations Based on Revised TEKS
• Characteristics of Level 1 Performance (Novice, Apprentice)
– Knowledge
– Simple applications in multiple choice format (except ME, AS, Process Strands)
– Computational Errors
• Characteristics of Level 2 Performance (Practitioner)
– Simple number sense, graphing (data), probability, geometry solutions (knowledge and understanding).
– Simple applications in multiple choice & short-answer format
– Attempts for solve multiple-step problems
• Characteristics of Level 3+ Performance (Advanced, Expert)
– Applications in multiple-choice & short-answer formats
– Connecting areas of math in applications (e.g. probability & measurement)
– Partially correct solutions to multi-step problems
Types of Learners (Teach in a Learning Style that matches your students)
Sensing
Thinking
Intuitive
Feeling
Strategic Professional Development
• Align curriculum resources with standards and assessments.
• Conduct professional development monthly focused on next unit: content, best practices, problem solving, assessment.
• Collaborate on upcoming lessons and assessments weekly.
• Develop internal building leadership to sustain the program (Math Leadership/ Research Team).
• Evaluate program annually and implement improvements.
Unit/Lesson Study
• Research and discuss best practices for a key concept (big idea) or understanding.
• Conduct professional development focused on designing key lessons or unit: big ideas, teaching and learning strategies, problems, homework, and assessment.
– Grade-level teams, 5-6 times a year
– Department teams, once a month
• Collaborate on upcoming lessons and assessments weekly.
• Evaluate lesson/unit effectiveness and implement improvements.
Preparing a Lesson
• Describe the math (Ideas not skills).
• Consider the students (What they understand).
• Decide on the task or activity.
• Predict what will happen (Can and can’t do).
• What are the students’ responsibilities?
• Write the lesson plan (Keep it simple).
– Before – Get’em ready.
– During – Let’em go.
– After – Talk about it.
–
New Focus for Summer School (Middle School)
• Teach students how to be successful in mathematics by:
– Providing a strong conceptual foundation for the mathematical ideas that will be covered in the upcoming grade.
– Improving organization and study skills by providing a notebook and teaching note taking, summarizing and vocabulary skills.
– Revisiting skills and concepts that were not mastered in earlier grades using manipulatives and visual strategies.
– Strengthening their knowledge of basic facts and computation using alternative strategies.
New Focus for Summer School (Aligned with High School)
• Teach students (all Level 2 and some Level 1) how to demonstrate their understanding of key concepts in mathematics by:
– Strengthening conceptual understanding and application in 2-3 strands (not performing similarly or Student Learning Plan).
• Focus on strands that match learning style of the student.
• Emphasize vocabulary and communicating understanding in writing.
– Improving problem solving skills using appropriate strategies.
• Solve relevant, engaging application problems.
• Provide an effective problem solving model.
The following is a summary of thoughts and ideas presented in today’s session.
Math Improvement Strategies
• Align program resources with standards
• Adopt high-quality program resources that align with state standards
• Analyze state/district/school/classroom data for areas of improvement
• Provide collaborative, embedded professional development
• Use time (classroom, extended learning, summer school) effectively
Bloom’s Taxonomy
• Knowledge – Know, Recall, State
• Comprehension – Understand, Describe
• Application – Apply, Use, Demonstrate
• Analysis – Analyze, Compare, Generalize
• Synthesis – Synthesize, Create, Propose
• Evaluation – Evaluate, Judge, Justify
Instructional Improvements
• A seamless standards-based mathematics curriculum
• Focus on conceptual understanding using manipulatives and models
• Effective problem-based instruction
• Engaging and student-centered learning
• Emphasis on communication using graphic organizers
• Visual strategies to teach vocabulary
• Individual and collaborative learning
• Ongoing formative assessment of students
Effective Strategies
• Identifying similarities & differences (45%)
• Summarizing and notetaking (34%)
• Reinforcing effort & providing recognitions (29%)
• Homework & practice (28%)
• Nonlinguistic representation (27%)
• Cooperative learning (27%)
• Goal setting & feedback (23%)
• Generating & testing hypothesis (23%)
• Cues, questions, and graphic organizers (22%)
General Guidelines
• Move to student-centered learning in cooperative groups
• Use problem-based or thematic units (context)
• Focus on vocabulary (posters, pictures, objects)
• Use manipulatives
• Require all students to produce quality products (written and oral)
• Change the role of the teachers to guide, coach, facilitator, mentor
• Visuals, visuals, visuals, visuals!!
Analysis of 6th, 7th & 8th Grade Math Based on Revised TEKS
• Characteristics of Novice, Apprentice Performance
– Knowledge
– Simple applications in multiple choice format (except ME, AS, Process Strands)
– Computational Errors
• Characteristics of Practitioner Performance
– Simple number sense, graphing (data), probability, geometry solutions (knowledge and understanding).
– Simple applications in multiple choice & short-answer format
– Attempts for solve multiple-step problems
• Characteristics of Advanced, Expert Performance
– Applications in multiple-choice & short-answer formats
– Connecting areas of math in applications (e.g. probability & measurement)
– Partially correct solutions to multi-step problems
Types of Learners (Teach in a Learning Style that matches your students)
Sensing
Thinking
Intuitive
Feeling
Strategic Professional Development
• Align curriculum resources with standards and assessments.
• Conduct professional development monthly focused on next unit: content, best practices, problem solving, assessment.
• Collaborate on upcoming lessons and assessments weekly.
• Develop internal building leadership to sustain the program (Math Leadership/ Research Team).
• Evaluate program annually and implement improvements.
Unit/Lesson Study
• Research and discuss best practices for a key concept (big idea) or understanding.
• Conduct professional development focused on designing key lessons or unit: big ideas, teaching and learning strategies, problems, homework, and assessment.
– Grade-level teams, 5-6 times a month.
– Department teams, twice a month (or more)
• Collaborate on upcoming lessons and assessments weekly.
• Evaluate lesson/unit effectiveness and implement improvements.
Preparing a Lesson
• Describe the math (Ideas not skills).
• Consider the students (What they understand).
• Decide on the task or activity.
• Predict what will happen (Can and can’t do).
• What are the students’ responsibilities?
• Write the lesson plan (Keep it simple).
– Before – Get’em ready.
– During – Let’em go.
– After – Talk about it.
–
New Focus for Summer School (Middle School)
• Teach students how to be successful in mathematics by:
– Providing a strong conceptual foundation for the mathematical ideas that will be covered in the upcoming grade.
– Improving organization and study skills by providing a notebook and teaching note taking, summarizing and vocabulary skills.
– Revisiting skills and concepts that were not mastered in earlier grades using manipulatives and visual strategies.
– Strengthening their knowledge of basic facts and computation using alternative strategies.
New Focus for Summer School (High School)
• Teach students (all Level 2 and some Level 1) how to demonstrate their understanding of key concepts in mathematics by:
– Strengthening conceptual understanding and application in 2-3 strands (not performing similarly or Student Learning Plan).
• Focus on strands that match learning style of the student.
• Emphasize vocabulary and communicating understanding in writing.
– Improving problem solving skills using appropriate strategies.
• Solve relevant, engaging application problems.
• Provide an effective problem solving model.
Sunday, February 4, 2007
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