a concept-driven, diverse learning environment to address the common core standards j. bryson.. s....
TRANSCRIPT
A Concept-Driven, Diverse Learning
Environment to Address the Common Core Standards
J. Bryson .. S. PasadenaR. Neufeld .. Neufeld Learning Systems Inc.
ASCD Los Angeles … March 15, 2014
Team Leaders/Administrators
• Convince teachers to teach for understanding.
• Prepare parents that teachers may not provide all of the answers.
• Prepare parents that students will be grappling with challenging material.
• Note answers are important but not sufficient.
The standards were drafted by experts and teachers from across the country
and are designed to ensure students are prepared for today’s entry-level careers, freshman-level college courses, and workforce training programs.
The Common Core focuses on developing the critical-thinking, problem-solving, and analytical skills students will need to be successful.
http://www.corestandards.org/what-parents-should-know/
Mathematically capable
students:
CCSS for Math Practice
Developing deep student understanding and procedural fluency
Instructional Paradigm Shift
To
Talk Less.
Listen More!
Instructional Paradigm Shift: Teachers
Watch Less.
Do More!
Instructional Paradigm Shift: Students
“Active learning practices
have a more significant
impact on student
performance than any other
variable, including student
background and prior
achievement.”Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning
Dr. Brigid Barron and Dr. Linda Darling-Hammond, Stanford University
Instructional Model: Percent Sense
Calculate the following percents.
1. 55% of 40
2. 120% of 60
3. 40% of 8
4. 30% of 12
5. 10% of 184
From
1. 55% of 40 _______ 55% of 60
2. 120% of 60 _______ 60
3. 40% of 8 ________ 30 % of 8
4. 30% of 12 _______ 10% of 184
Choose one: <, =, or >.
What generalizations might be true about percents?
A: Predict which of >, =, or < would make the statement true and explain why you think so– without calculations.
B. Verify the accuracy of your partner’s prediction by doing the calculation.
To
Testing content knowledge and skill mastery
Assessment Paradigm Shift
From
Assessing mathematical practice competency and procedural fluency
Assessment Paradigm Shift
To
From
To
From
To
From
To
From
To
Performance Tasks
Use the … tool to create a linear model.
What is the equation?
Interpret the slope… in context.
Based on the equation … predict.
Explain whether [it’s]… reasonable in context.
Would these…change the model?
build it
talk it
draw it
write it
OWN IT!!Create an individual-centered approach but
within a multiple approach opportunity.
The Curriculum:• Envisions a higher level of rigor based on a
deeper understanding of a pared down number of curricular objectives.
• Poses a challenge for teachers who must not only be fluent in content but also attain the particular pedagogy to be able to convey it to their students.
The Emphasis is on:• Students doing mathematics.
• Students demonstrating thinking and learning.
• Students grappling with challenging tasks in a learning environment that will support equity in schools.
Students:• Engage in Discourse.
• articulate their own ideas
• Critique the reasoning of their peers……respectfully. • consider their peers’ perspectives
• Dialog to construct mathematical understandings.
Teachers & Students Use:• Probing Questions
• Show me another way …• How are these the same / different … • What would you do if …• Why did you … • What else could you have done …
• Productive Talk Moves• Revoicing - Repeating and asking for clarification• Repeating - Students restate someone else’s reasoning• Reasoning - Apply their reasoning to another’s reasoning• Adding on - Prompting for further participation• Waiting - “Take your time. We will wait.”
MODEL THE PROCESS
Pictures – Words - Numbers
30th picture?
30th number? 3 5 7 …
Show me another way
Concrete – Pictorial - Abstract
Build it - Draw it - Write it – Talk it – Then OWN IT!!
M Hilliard PS.. Toronto
Reflect and Connect: Surface Area & Volume
Now check .. Reflect and Connect .. on framework .. See Support sheet handed out.
Built it - Write it - Draw it - Talk it
Challenges for Teachers• Broad range of abilities
• Mathematics• Literacy• Learning styles
• Teachers are being asked to teach in ways that they were never taught.
• Teach conceptual understanding • “Go deep” • Make connections
A mathematics teachershould be able to: • Unpack familiar math concepts to lead to clear
understanding.
• Require knowledge of an explanation of a concept.
• Understand methods and solutions different from his or her own.
Assessment .. .. enables instruction to be adjusted
2• Expressing Math Reasoning
3• Modeling/Applications
1• Concepts, Skills, & Procedures “Go Deep! Show me your understanding”
Access to Resources:
UMath X: Concepts - Assessments - Tracking
Resources: Frameworks for Learning • Get Started• Work at It• Reflect and Connect
MODEL THE PROCESS
FrameworksFrameworks are 3 part lessons to model implementation.
Build it.
See instructions below to navigate some specific fraction sections.
• UMath X is a concept-driven learning platform to support the diversity of teachers, students and parents in their construction of math knowledge.
• Reach every student and teacher … anytime and anywhere.
• UMath X is aligned to the Common Core and modelled on the 3 part lesson to involve activities from concrete to abstract, integrating multiple approaches, entry points and representations.
The Online Resource
Login to UMath X .. www.neufeldlearning.com Strands – Sections – Lessons –SubLessons
• 5.NBT.02.07 – Fractions – Add Decimals – Right to Left – With Grids• 6.RP.01.03a – Fractions – Ratio & Proportion – Ratio Table• 8.F.01.01 - Algebra – Algebraic Thinking – Function Machine• 5.NF.02.06 – Multiplying Fractions – Problem with
Pictures -Boris• THE TEST – enables instruction to be adapted
Lessons for You & Your Class
Reflect and Connect.
Wrap It Up . . .
Manipulatives, Paper, Computer, Partner, Teacher, Frameworks• “How did you learn best ?”• For which of these do you need support?
Instructional Practices, Pedagogy, Content Knowledge• Which modeled strategies helped you “go deep?”• Where are your strengths?• For which do you need additional training?
R. Neufeld … [email protected]
Wrap It Up . . .
ACCESS:• www.neufeldlearning.com/frameworks
• www.neufeldlearning.com/preview• Login … first name.student• Password … last name
A Professional Learning PlanA System for Engaging All Students with High Quality Tasks
www.neufeldlearning.com/TrainingDocuments
Visit Booth 312 or email me for access.