phase 1: studying the teks - the charles a. dana center · phase 1: studying the teks before...

Mathematics Instructional Materials Analysis and Selection

Supporting TEKS Implementation

Phase 1: Studying the TEKS

Phase 1: Studying the TEKSBefore analyzing instructional materials, those involved should have a current and functional knowledge of the TEKS. Phase 1 of the Instructional Materials Analysis involves a guided exploration of the TEKS. This guided exploration provides structures and tools for developing a better understanding and working knowledge of the TEKS. Phase 1 materials are designed to promote the study of the following attributes of the TEKS:

• All portions of the TEKS• Knowledge and Skills and Student Expectations• Primary Focal Points• Underlying Processes• Balance between conceptual (knowledge) and behavioral (skills)

Although a study of the mathematics TEKS is an essential component of the Instructional Materials Analysis process, in a broader sense all teachers and leaders should study the TEKS. As the TEKS are non-negotiable in Texas, an ongoing study of them is the best way for districts and schools to improve the quality of their mathematics program and ensure the success of all students.

ImplementationAll persons influencing the selection of instructional materials—especially textbook selection committee members—should be required to participate in the Phase 1 learning experience prior to examining instructional materials. Textbook committee members, campus and district leaders, classroom teachers, and community members involved in selecting instructional materials should all have Phase 1 experiences of studying the TEKS. Allow about 3 hours for conducting Phase 1 activities. Phase 1 must occur prior to the review of any instructional materials.

Materials and Supplies

• Phase 1: Studying the TEKS Blackline Master (available online at www.utdanacenter.org/instructionalmaterials) — 1 per participant

• Phase 1: Studying the TEKS Format Packet Blackline Master (available online at www.utdanacenter.org/instructionalmaterials) — 1 per participant

• K-12 Mathematics TEKS (available online at the Texas Education Agency website, www.tea.state.tx.us/teks, or from the Dana Center’s Mathematics TEKS Toolkit, www.mathtekstoolkit.org)

• Markers• Glue sticks• Half-sheets of paper• Sticky notes

Phase 2: Narrowing the field of instructional materials

Phase 3: Assessing mathematical content alignment

Phase 4: Assessing vertical alignment of instructional resources

Mathematics Instructional Materials Analysis and Selection: A Four Phase Process

Copyright 2007, Charles A. Dana Center at the University of Texas at Austin Mathematics Instructional Materials Analysis and Selection: Phase I — Studying the TEKS 2

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Mathematics Instructional Materials Analysis

Phase 1: Studying the TEKS

Phase 2: Narrowing the field of instructional materials

Phase 3: Assessing mathematical content alignment

Phase 4: Assessing vertical alignment of instructional materials

Texas Essential Knowledge and Skills

Introduction / Basic Understandings• Describes the primary focal points for a grade or course,

the general work in the grade level band, and thegeneral context for all mathematics

Strands• Organize the knowledge and skills around broad areas of

mathematics

Knowledge and Skills statements• Delineate what students need to know and be able to do

Student Expectations• Describe what knowledge and skills students must be

able to demonstrate


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Format Packet

At this point, participants use the format packetprovided.



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Note: The number of strands varies by content and grade.



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Bloom’s Taxonomy

Probe, Identify, Compare, Examine, Contrast,Organize, Illustrate, Differentiate, Distinguish,Categorize…

Judge, Rate, Justify, Compare, Contrast, Validate,Determine, Interpret, Assess, Critique…

Make, Plan, Create, Develop, Generate,Compose, Predict, Rearrange, Categorize,Hypothesize…

Breaking down into parts, identifying motivesor causes, making inferences, and findingevidence to support generalizationsAnalysis

Combining elements into a pattern not clearlyestablished before

Synthesis

Judging the value of something according tocriteria and stating why

Evaluation

Benjamin S. Bloom (ed.). (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals, vol. 1, Cognitive Domain. White Plains, New York: Longman. Reissued by Pearson Education, 1984.

Bloom’s Taxonomy

Who, How, What, Tell, Where, Name, List, Define,Select, Identify, Match, Memorize, Describe…

Use, Solve, Explain, Select, Predict, Collect,Classify, Determine, Show, Establish, Develop…

Tell, Infer, Report, Show, Explain, Classify,Discuss, Translate, Summarize, Identify,Describe…

Knowing factual answers, recognizing, testingrecallingKnowledge

Translating, interpreting, extrapolatingComprehension

Applying situations that are new, unfamiliar, orhave a new slant

Application

Benjamin S. Bloom (ed.). (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals, vol. 1, Cognitive Domain. White Plains, New York: Longman. Reissued by Pearson Education, 1984.


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Vertical Articulation

Big Idea: ________________

Grade

Grade

Grade

Grade

Grade

Grade

Grade

Grade

Grade

Bar-type and Bar Graphs


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Picture Graphs and Pictographs

Vertical Articulation

Using Patterns to Understand RelationshipsK.5, K.6A1.42.6B, 2.6C3.6A, 3.6B, 3.7B4.75.5A, 5.66.3A, 6.3B, 6.3C7.3A, 7.3B, 7.5A, 7.5B8.3B, 8.5A, 8.5BAlg I A.1(B), A.1(c), A.1(E)Alg II 2A.1(A), 2A.1(B)Geometry G.5(A), G.5(B), G.11(C)Pre-Calculus P.3(A-E), P.4(A), P.4(B), P.4(D)MMA M.2(A), M.5(A), M.6(B)

Linear Measurement (K-8)K.10A1.7A, 1.7B, 1.7C2.9A3.11A, 3.11B4.11A, 4.11B5.10A, 5.10B, 5.10C6.8A, 6.8B, 6.8D7.9A8.9B, 8.10A

AdditionK.41.3A, 1.3B, 1.5D, 1.5E2.3A, 2.3B, 2.3C, 2.3D, 2.5C3.1C, 3.3A, 3.3B, 3.5B4.3A, 4.3B5.3A, 5.3E, 5.46.2A, 6.2B7.2B, 7.2C, 7.2F8.2A, 8.2BAlg I A.4(A), A.4(B)

Equivalent Fractions (K-8)K.3A, K.3B1.2A2.2A, 2.2B3.2A, 3.2B, 3.2C, 3.2D4.2A, 4.2C5.2A, 5.2B, 5.2C6.1A, 6.1B, 6.2A, 6.2B7.1A, 7.1B, 7.2A, 7.2B8.1A, 8.1B, 8.2B


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Instructional Alignment Chart

Strand(s): _______ Big Idea: ____________ Grade / Course: ______

Instructional Alignment Chart

Strand(s): _______ Big Idea: ____________ Grade / Course: ______


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Guidelines for Sequencing Mathematics Activities

Step 1: Provide Developmental Activities

• Emphasize problem solving.

• Use interesting problems to frame and motivate exploration.

• Use problem situations that relate to the lives of your students.

• Guide student thinking using questions.

• Do not answer your own questions. Give students time to answer.

• Use models that can be manipulated and studied.

• Emphasize concrete objects and pictures before introducing symbols.

• Work along with students, observing their progress carefully.

• Concentrate on preventing misconceptions instead of correcting them.

• Give corrective feedback as quickly as possible.

• Use observation and oral questions to evaluate, rather than just pencil andpaper tasks.


Step 2: Provide Reinforcement Activities

• Create stimulating explorations that build upon previous developmentallessons where students worked together.

• Expand upon the activities that you started in the developmental lessons.

• Use materials in a variety of ways to connect concrete models, pictures,arithmetic processes, and number sentences.


• Organize small cooperative groups where students can share ideas andhelp each other.

• Let students in small groups take responsibility for making presentations,explaining processes, and creating problems.

• Prepare problem solving bulletin boards and learning centers.


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Step 3: Provide Drill and Practice Activities

• Create stimulating games where students work together.

• Change the directions for worksheets to create interesting puzzles andexplorations.


• Use problem situations to motivate practice.

• Give short sets of exercises, and evaluate student progress.

• Do not give long and tedious assignments in which students might practicetheir own misconceptions.

• Never introduce drill before proper concept development and reinforcementhave taken place.

Phase 1: Studying the TEKS — Reflection

Now What?

So What?

What?


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Instructional Materials

Educators trust instructional materials will

• Meet all the TEKS;

• Develop the intended levels of rigor;

• Develop mathematics appropriately across grade levels,and

• Use appropriate instructional strategies.


phase 1: studying the teks - the charles a. dana center · phase 1: studying the teks before...

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