Educators Effectiveness Academy Summer 2012

Day 2

Educator Effectiveness Academy Summer 2012WelcomeMathematics Educators4 Corners Icebreaker How many miles did you drive to get here today?5 miles or lessBetween 5 and 15 miles15 to 25 milesOver 25 miles

How many years of teaching experience do you have?1-5 years6-10 years11-15 yearsOver 15 years4 Corners Icebreaker

Which of these describes your favorite vacation?Action and adventureLaying on a beach and reading a bookSightseeing Visiting family and friends4 Corners Icebreaker

OUTCOMES The participants will:analyze an MSDE lesson plan to determine how UDL and the Standards for Mathematical Practice are addressed. develop an understanding of the terms Practice Forward Task and Integrative Task.watch a demonstration of the Curriculum Management System.clarify their understanding of the EEA Project requirements.Warm UpOutcomeThe participants will make a list of the pieces of information that should be included in a lesson plan.

Warm UpRally TableWhat information would you include in a lesson plan?

MSDE Lesson Plan3 Categories

Background Information Learning Experience Supporting Information

MSDE Lesson Plan Components

Background Information

Content/CourseUnitEssential Questions/Enduring Understandings Addressed in the LessonStandards Addressed in This LessonLesson Topic Relevance/ConnectionsStudent Outcomes Prior Knowledge Needed to Support This Learning (Vertical Alignment)Method for determining student readiness for the lesson

MSDE Lesson Plan ComponentsLearning ExperienceSMP AddressedComponentDetailsWarm UpMotivationActivity 1 UDL ComponentsKey QuestionsFormative Assessment Evidence of Student LearningSummary

MSDE Lesson Plan ComponentsSupporting Information

Interventions/EnrichmentsStudents with Disabilities/Struggling LearnersEnglish Language LearnersGifted and TalentedMaterialsTechnologyResources

OutcomeThe participants will analyze an MSDE lesson plan to determine how UDL and the Standards for Mathematical Practice are addressed. Lesson Plan AnalysisFocus QuestionsIn what ways do the activities in this lesson plan support the proficiencies described in the Standards for Mathematical Practice?

How do the activities address the needs of all learners?

How do the activities support the development of the content standards that the lesson plan targets?

Lesson Plan AnalysisSummary

In what ways do the activities in this lesson plan support the proficiencies described in the Standards for Mathematical Practice?

Lesson Plan AnalysisSummary

2. How do the activities address the needs of all learners?

Lesson Plan AnalysisSummary

3. How do the activities support the development of the content standards that the lesson plan targets?

Analysis FINAL NOTE!!!FINAL NOTE!!! Any pre-made lesson plan should be adapted to meet the needs of the students in your classroom.

17Jump for Joy

Take ABreak!!!!!

OutcomeThe participants will become familiar : Practice Forward Task Integrative Task

PARCC AssessmentTwo considerations in the design of the PARCC assessments.Some items will:Measure multiple standardsConnect content and practices20

Lets Do a Little Math

Lets Do a Little Math

School officials want to build a new football field that will be 120 yards by 53 yards. However, the owner of a local nursery has donated enough grass seed to plant 81,000 square feet of grass. Since they have more than enough grass seed for the football field, school officials would like to plant a uniformly wide border around the field. What are the dimensions of a rectangular area with a uniformly wide border which has an area of 81,000 square feet ?

Total area = 81,000 square feet=9,000 square yards 120 yards53 yards

xxx

The dimensions of the rectangular area

SolutionLets Do a Little MathEvaluating the Problem

Evaluate the problem for the mathematical content that the problem assesses by answering the following questions. To complete this problem successfully :Which mathematical concepts must a student understand?

Which mathematical skills must a student be able to use?

Lets Do a Little MathEvaluating the Problem

Which behaviors described in the Standards for Mathematical Practice would come into play as a student solves this problem?

Practice Forward Task

A task that is intentionally designed to elicit one or more Standards for Mathematical Practice in connection to specified content standards.PARCC Definition Frayer Model for

Practice Forward TaskDefinition (in your own words)A type of math task that will appear on the PARCC assessments that will provide evidence as to how well a student can use the math practices. Practice Forward TaskEmphasize that the definition added in this space in a Frayer Model should be in the users own words28Facts/CharacteristicsWill be tied to contentWould be difficult to complete without engaging in the practicesCan assess more than one practice at a time

Practice Forward TaskWhen listing facts and characteristics ,this needs to be accurate but once again it also should be in the users own words.29ExampleA physics professor says Of course it is easy to see that

when . Give a possible explanation in terms of the structure of the expression on the left why the professor might say that.

Practice Forward Task

Facts about this problem:It assesses only one content standard A.SSE.1b Interpret complicated expressions by viewing one or more of its parts as a single entity. It assesses a students ability to apply the proficiencies described in the Standards for Mathematical Practice. The most obvious SMP is #3 Construct a viable argument as noted by the statement Give a possible explanation . Other SMPs may come into play depending on the way a student solves the problem.30

Practice Forward Task

School officials want to build a new football field that will be 120 yards by 53 yards. However, the owner of a local nursery has donated enough grass seed to plant 81,000 square feet of grass. Since they have more than enough grass seed for the football field, school officials would like to plant a uniformly wide border around the field. What are the dimensions of a rectangular area with a uniformly wide border which has an area of 81,000 square feet ?

What characteristics does this problem display that would allow it to be classified as a Practice Forward Task?Recall that they have already discussed the practices that the Let's Do a Little Math problem elicited. Point out that the major difference between this problem and the problem on the previous slide is that this problem does not contain words that point to a specific practice. However, a student cannot solve this problem without employing the Modeling Practice. 31Non Example

Practice Forward Task

People may argue that this problem does require that a student make use of SMP #1 Make sense of problems and persevere in solving them. This is somewhat true but, if this problem were to appear on a high school Algebra I assessment the expectation would be that this a student would be able to solve this type of equation fluently. 32Frayer Model for

Practice Forward TaskA type of math task that will appear on the PARCC assessments that will provide evidence as to how well a student can use the math practices.

Will be tied to contentWould be difficult to complete without engaging in the practicesCan assess more than one practice at a time

A physics professor says Of course it is easy to see that

when v=c . Give a possible explanation in terms of the structure of the expression on the left why the professor might say that.

This slide is used to show a completed example of a Frayer model. At this time you may want to discuss the value of using Frayer models as an instructional tool.33PARCC Definition Integrative Task

A task that may best be coded to a cluster heading, domain or grade or course rather than a specific standard.

Integrative Task

School officials want to build a new football field that will be 120 yards by 53 yards. However, the owner of a local nursery has donated enough grass seed to plant 81,000 square feet of grass. Since they have more than enough grass seed for the football field, school officials would like to plant a uniformly wide border around the field. What are the dimensions of a rectangular area with a uniformly wide border which has an area of 81,000 square feet ?

What characteristics does this problem display that would allow it to be classified as an Integrative Task?Integrative Task

Conceptual Category: NumberDomain : Quantities StandardsN.Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

N.Q.2 Define appropriate quantities for the purpose of descriptive modeling.

N.Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

Integrative Task

Conceptual Category: AlgebraDomain : Creating EquationsStandardsA.CED.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

A.CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context.

Integrative Task

Conceptual Category: AlgebraDomain :Reasoning with Equations and Inequalities

StandardsA.REI.4 Solve quadratic equations in one variable.

A.REI.4b. Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation.

Create a Frayer Model for

Integrative TaskShare and justify your example.

Integrative TaskIntegrative Task

Post one example from your group(include list of Mathematical Skills addressed as justification.)

Integrative TaskGallery Walk

Turn and Talk Summary Big QuestionHow will you modify your instruction to build student capacity for successful completion of Integrative and Practice Forward Tasks?

Check for Understanding

Check for Understanding

Group members should stand one behind anotherHot Seat

Question #1

Which set of standards describe the varieties of expertise that mathematics educators at all levels should seek to develop in their students? Hot Seat

Question #2The standards:Model with Mathematics Use Appropriate Tools Strategically Attend to Precision are from of which set of Standards? Hot Seat

Question #3Which type of task is intentionally designed to elicit one or more Standards for Mathematical Practice in connection to specified content standards?Hot Seat Question #4The three principles of Universal Design for Learning call for instruction that provides Multiple Means of:Principle I: ____?___________Principle II: ____?___________Principle III: _____?__________

Hot Seat

Question #5Which type of task is best coded to a cluster heading, domain or grade or course rather than a specific standard?Hot Seat

Question #6Which Unit Plan component would include information on prior learning that supports the learning of the standards in the unit?

B R E A KTIME

Curriculum Management SystemOutcomeThe participants will watch a demonstration of the Curriculum Management System.

ProjectOutcomeThe participants will clarify their understanding of the EEA Project requirements.

ProjectProject ChoicesPower PointProfessional DevelopmentModuleEnrichmentActivity UDLActivityProfessional DevelopmentModuleInterventionActivity EnrichmentActivity UDLActivity

Until tomorrow Now, its time to be creative, thoughtful, and productive as you tackle your Project and prepare to share it tomorrow!Have fun!!