capacity development and school reform accountability dale carothers, mathematics specialist altoria...

Capacity Development and School Reform Accountability

Dale Carothers, Mathematics SpecialistAltoria Henley, Mathematics Specialist

Our Group Expectations:

• Silence cell phones.

• Participate and share.

• Listen with an open mind.

• Ask questions.

• Work toward solutions.

• Use time effectively.

Session GoalsTeachers will understand how to optimize

instructional time by learning how to use the components of an effective classroom.

Teachers will be able to plan how to adapt the components of an effective classroom in their school setting.

Session Outcomes

Components of an Effective Mathematics Classroom

Focus on Curriculum Identify the Sunshine State Standards Strands and Content

Objective Focus on Instruction Focus on the Learner Focus on Classroom Environment Evidence of different learning styles being met

FCIM Plan – Do – Check – Act (PDCA) Cycle

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PDCA Instructional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development• Direct Instructional

Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

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PLAN: Design or revise the mathematics learning process components to improve results

DO: Implement the plan and measure its performance

CHECK: Assess the measurements and share the results with stakeholders

ACT: Decide on changes needed to improve the mathematics learning process

Plan

Opening Activity

What is your perspective of an effective classroom?

1.Journal it.

2. After your journal writing, write a strategy on a sticky for each chart.

Components of a Model Classroom

Focus on CurriculumAsk yourself is the following evident, not

evident, or unable to determine.

What is the learning objective for lesson?Is the learning objective(s) evident to

students? Is the learning objective grade level

appropriate?

Identifying the Sunshine State Standards Strands for Teacher and Students

Number Sense, Concepts, OperationsMeasurementsGeometry and Spatial SenseAlgebraic ThinkingData Analysis and Probability

Focus on InstructionIdentify instructional practicesIdentify grouping formatIdentify research-based instructional strategiesFocus on the learnerFocus on Classroom Environment

Focus on InstructionIdentify the instructional practices used

during instruction.

Instructional Practices

Coaching Modeling Teacher Directed Q and A

Discussion Presentations Student Directed Q and A

Hands on experiences

Providing directions/Instructions

Technology Demonstrations

Learning Centers

Lecture Providing opportunity for practice

Grouping FormatWhole GroupSmall GroupPaired Individual

Focus on LearnerStudent ActionsInstructional MaterialsLevel of Student WorkLevel of Class Engagement

Student ActionsWhat are your students doing?

ListeningReading SpeakingWorking with hands-on manipulativesWriting in journal

Instructional Materials Easily Accessible

Computer Software

Lab/activity Sheet

Real-world objects

Websites

Content-specific manipulatives

Overhead/board/flip chart

Student Created materials

Videos

Hand-held technology/Calculators

Published print materials

Textbook Resource Books

Level of Student Work Bloom’s Taxonomy

EVALUATION-Making judgments and justifying positions

SYNTHESIS-Putting information together in new ways

ANALYSIS-Breaking down information into parts

APPLICATION-Using information in a new way

COMPREHENSION-Understanding information

KNOWLEDGE-Recalling informationEx. Basic Math Facts

Depth of Knowledge & Complexity Level

“Knowledge Sort Activity”

DOK & Complexity Level Key Words / Tasks

Level 1

(Low)

Recall

Level 2 (Moderate)

Skill/Concept

Level 3

(High)

Strategic Thinking

Level 4

(High)

Extended Thinking

“Identify” “Classify” Requires reasoning, planning, using evidence, and a higher level of

thinking than the previous levels.

Requires complex reasoning, planning,

developing, and thinking most likely over an extended

period of time

“Recall” “Organize”

“Recognize” “Estimate”

“Use” “Make Observations”

“Measure” “Collect and Display Data”

Drawing Conclusions

Task demands should be high

Requires rote response

“Compare Data” Citing Evidence Work should be complex

Performing an algorithm

“Explain”,”Describe”, “Interpret”

(depending on the object of the action

Logical argument

Following a procedure

Level of Engagement

Focus on EnvironmentMaterials are availableModels/exemplars of quality student workRoutines and procedures are evident.Scoring rubrics are displayed/provided.Students interact with classroom

environment.Student Success Walls and Word Walls

Word Wall PurposeA word wall is a systematically organized

collection of words displayed in large letters on a wall in the classroom (Cunningham,1995).

Word walls serve many purposes. Teachers can use them to facilitate word analysis; provide models of commonly misspelled words; or to build vocabulary for a unit of study.

“

Education Not DecorationDr. Darla Shaw, Coordinator of Graduate Reading, Western Connecticut State University

It’s no longer enough for classroom walls to be attractive.”

“A working word wall, if developed properly, can bring real life to a classroom.”

“Children who learn in a classroom with a working word wall, have a distinct advantage over students who don’t have such a resource in their room.”

Word walls need to…Type of Word Walls

be specific to the math content being studied.

be connected to words with their visual cues.

be arranged by strands, topics or categories.

be student interactive.

•High frequency mathematics words

•Common patterns, phrases related to signs and symbols

•Content Specific

•Math Genres

•Reinforcement of current skills and concepts

Floor Plan

All classroom areas should be visible to the teacher.

Designate whole, small and independent student work areas.

Determine the technology area and the number of students per computer.

Make sure that portfolios, assessments and math centers are accessible to students.

Mathematics ClassroomFloor plan will depend on the grade level

you are teaching. (It should maximize classroom space and focus on student instruction.)

Instructional and purposeful visual aids are key components of an effective classroom. (Curriculum focused word walls, math content charts and math center activities)

Mathematics Word Wall

Working Word Wall

The Language IN MathematicsStrategies for Developing Mathematics Vocabulary

Helping students become independent learners is an important goal Connecting Mathematics

strategies to high student achievement. Activity #2

Evidence of Different Learning Styles Needs Being Met

Rotational ModelSmall Group InstructionsStep by Step Handouts Visual Representations of ContentLanguage TranslationsComputer Instruction

Research states the following interventions

are found to be effective…

Research –Based Instructional Strategies for Interventions

Scaffolding InstructionConcrete-Representation-

Abstract InstructionDirect/Explicit InstructionVerbalization while problem

solving5 Step Process to Solving

Problems

DRAW StrategySTAR StrategyTeaching Skills to

MasteryMetacognitive

Strategies

Exploration ActivityEach group will have an intervention strategy

with a description. Create a lesson using the strategy on your

description card.

Technology com.Destination MathFCAT ExplorerFlorida AchievesGizmosLearning VillageNettrekker (Learning Village)Brain Pop

Print Rich Environment “The moment one steps foot inside a

classroom one can usually tell what is

important to the teacher in terms of the

type of working literacy (Mathematical)

environment he or she sets up for the

students.”

P-Child

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Elements of a Print Rich Environment Word Walls Bulletin Board Displays Graphic Organizers Mathematics Vocabulary Student Generated Work Classroom Libraries Mathematics Work Stations

A Print-Rich Environment Doesn’t Contain:Coloring WorksheetsUnrelated Math WorksheetsPuzzles and games that doesn’t relate to the

curriculum.Stale word wallsWords on every object in the room

Suggestions from Marzano

1. Present explanation or description of words

2. 5-7 Vocabulary Words per Unit of Study

3. Present pictorial examples

4. Students generate explanations or descriptions

5. Students create pictorial examples

6. Frequently, ask students to review words in their own explanations, definitions, and/or examples

What should students know & be able to do?

DefinePronounceGive examplesUse in Writing (Short

& Extended Responses)

Use verbally

Recognize as sight words

Identify in real-lifeCompare/contrastVisualizeIntegrate

Instructional Strategies for Vocabulary Development

Techniques from Supplemental Education Instruction (SEI)

Frayer ModelGraphic OrganizersMath JournalsMath Word BanksBingo/Wordo

Techniques from SEISing or Chant wordsUse physical gesture and/or act out

Make up gestures Act it out & Verbalize Verbalize & Act it out

Illustrate wordsCreate posters using student representationsSystematic Review Activities

Charts That Support Learning

Functional Charts Anchor Charts

Teacher-createdProcedural information SchedulesRubricsRotational

Co-authoredReinforce concept

learningVisual reminders of

incidental learningTeaching tool

Some samples of anchor charts…

What types of math anchor charts could be used in your content area? Create your own.

Frayer Model Video

Frayer Model Instructional VideoActivity #1Graphic Organizer Video Activity #2

Word Sort ActivityThere are two types of word sorts: closed and open.

1. In closed word sorts the teacher defines the process for

categorizing the words. This requires students to engage in

critical thinking as they examine sight vocabulary,

corresponding concepts, or word structure.

2. In open word sorts the students determine how to

categorize the words, thereby becoming involved in an

active manipulation of words.

Mathematics is a Language Math vocabulary

development is an essential piece of language instruction when teaching mathematics in the classroom.

Marilyn Burns, 2005

“The standard for mathematics should be the same as the standard for reading-bringing meaning to the printed symbols. In both situations, skills and understanding must go hand in hand. The challenge is, how do we help students develop meaning and make sense of what they do?”

Benefits of Math and Literature Integration

The story provides structure for children to explore math concepts.

Math and literature are interrelated and not separate entities.

Literature provides the connection between the “real world” experience and the highly structured discipline of mathematics.

How We Teach in Mathematics

Mathematics Standards

Numbersand OperationsAlgebraGeometryMeasurementData Analysis/Probability

Mathematics Processing Standards

Problem SolvingReasoning and ProofCommunicationConnectionsRepresentation

Math Classroom Libraries Provide a variety of math literature books

Library is well organized and displayed.

Change literature as the year progresses based on math content introduced/reinforced.

Have a space where students can review books.

Have an area where students can review books, read or listen to books on tape.

Provide vocabulary words and activities aligned to the skills identified in the literature.

Connections to Mathematics

The Curriculum ConnectionMaking “Real-World” Connections

The literature selection creates the environment for students to use:

Mathematics skillsReading skills

Writing skillsCritical thinking skills

Math vocabulary development-”Word Walls”

Daily graphing activitiesEstimation (guessing) jar

activitiesMath learning

centers/gamesIntegrating math and

literatureUsing math journals

Mathematics Library Your Thoughts and Reflections

Vocabulary Journals

Spiral notebooks/steno padsComposition books/3-ring binders Personal favorites -organize by strandSimple form -4 boxesGraphic organizer –Frayer modelCommercial -grid paper & lines

Math Journal StructureDate every entry so that student growth or lack of

it is evident.

Entries include vocabulary words, sentences of explanation, equations, diagrams, charts, graphs, etc.

Journal entries stay in the journal and are not torn out.

Math Journal PossibilitiesVocabulary-words, pictures and numbersFormulas, algorithms, proceduresAnchor problemsProblems of the Day/WeekOn-going formative assessment of skills,

concepts and connectionsSmall group feedback

Student Portfolios “Portfolios themselves do not have a profound

effect on student progress; rather it is the use of constructive, precise and frequent feedback that has the strong effect on student learning.”

Bob Marzano (1998)Mid-Continent Regional Educational Library

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Student Portfolios DefinedA student portfolio can be defined as:

“A cumulative and ongoing collection of

entries that are selected and commented on by

the student, the teacher and/or peers, to assess

the student’s progress in the development of a

competency .

(Simon, & Forgette-Giroux, 2000).

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Portfolio ComponentsRequired Artifacts:

Student Data Checks (Current FCAT, Fall Diag., Winter Diag.-Student Goal Worksheet)

Embedded Assessment Data

Evidence of Remediation Mastery/Enrichment based on Embedded Assessment Data

Portfolio Feedback Sheet

Short and Extended Response for specified benchmarks in appropriate grade levels

End of Year Reflection

Suggested Artifacts:

Solutions to difficult problems that detail problem solving abilities.

Use of mathematics in another discipline

Problems created by the student

Responses to challenging questions and problems

Project based learning samples

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Another definition…“A purposeful collection of student work that

tells the story of student achievement or growth.”

J. Arter, 1995

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Important factors to consider…Purpose to be served

by the portfolio.

Specific skills to be assessed or developed by the portfolio.

How you will manage the portfolio (include time for student self-assessment and conferencing)?

What sections will be included in the portfolio?

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ReflectionsLooking back at today’s presentation, what

mathematics background knowledge must children know in order to complete the activities?

How will you utilize instructional strategies to support conceptual depth and understanding in mathematics?

What other math skills are related to today’s presentation?

In what ways will you revise your current instructional strategies to incorporate more in-depth understanding and critical thinking?

How will you assess student’s understanding of the math skills and concepts?

Michael Fullan and Andy Hargreaves

“It is what teachers think, do, and are, at the level of the classroom, that ultimately shapes the kind of learning that young people get.”

Spring 2008 67

Questions and Concerns

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Mathematics Capacity Development TeamMichelle White, Mathematics Manager

Michelle.white@palmbeach.k12.fl.us

Shabana Ahmad-Farookfarook@palmbeach.k12.fl.us

Bobbie Brooks brooksb@palmbeach.k12.fl.us

Dale Carotherscarothers@palmbeach.k12.fl.us

Cara Hayden haydenc@palmbeach.k12.fl.us

Altoria Henley altoria.henley@palmbeach.k12.fl.us

Sharon Martinezmartinezs@palmbeach.k12.fl.us

Kim Pirtlepirtlk@palmbeach.k12.fl.us

Carol Sheffieldsheffic@palmbeach.k12.fl.us

Thank you for all that you do for our students!