participants will teach mathematics ii or are responsible for the delivery of mathematics ii...
TRANSCRIPT
Participants will teach Mathematics II or are responsible for the delivery of Mathematics II instruction
Participants attended Days 1, 2, and 3 of Mathematics II training in May 2008 or have heard about the training
Participants are comfortable with the level of content in Mathematics II
Participants will hear information today that they already know
The DOE has prepared many resources including frameworks, curriculum maps, and pacing guides to assist teachers in providing instruction
More planning and collaboration will need to be done at the local level before implementation
FDRESA will assist as requested
Not all students will present themselves in Mathematics II as prepared as we would prefer
Continuous monitoring and adjusting of implementation plans will be necessary
Plans for teacher and student support will be made based on local needs
Teaching and learning in a standards-based classroom require strategies that span the instruction/processing continuum from “sage on the stage” through constructivism
Instructional and assessment decisions are based on content complexity and student readiness while maintaining a focus on the standard
How do the parts of performance standards inform the level of rigor in content, processes, and student expectations?
How does the assignment of standards and elements to Mathematics I, II, and III impact instructional planning?
How can collaboration facilitate analysis of instructional strategies for use in accelerated, regular, and support classes?
Content standards identify the understandings and big ideas of student learning
Elements provide further details about what students should know and be able to do
Promote Mathematical Literacy› Problem Solving› Reasoning and Proof› Communicating› Making Connections› Using Multiple Representations
Tasks provide examples of the level of rigor and reasoning required for the standard› Give detail to the elements› Provide depth of understanding› Maintain high cognitive demand› Exemplify the kind of performance
expected of students
Reflects the level students should attain by end of course
Further defines content standards Illustrates the kind of performance
expected of students Relates to a strand or topic rather than
a single standard, embodying many concepts
Identifies the mathematics involved in the task
Identifies evidence of understanding related to a specific standard
Informs the teacher in understanding the depth, detail, and rigor in work that meets the standard
Guides students in comparing and judging the quality of their own work
Arrange the standards within strands across Mathematics 1, 2, and 3; check with key.
Using the GPS booklet, examine the algebra standards in grade 8 to decide how these lead to the algebra standards in M1.
What are the benefits of knowing the standards parameters by course?
In school or system groups, use the guiding questions to analyze the task segment provided.
Jot notes about suggestions.
Be prepared to share responses with the total group.
Complete each problem, and answer the following questions.
Which mathematics standards and elements are the focus of the item?
As presented, the items are “constructed response” or mini-tasks. How can the item be changed to multiple choice? Create some logical choices.
Create a multiple choice item addressing the same content at a lower depth of knowledge level.
Use tasks in a constructivist approach as presented in frameworks: warm up, opening, work, summary.
Present entire task in “chunks” as a guided activity.
Use only selected parts of tasks. Provide instruction along the continuum
and engage students in processing activities from algorithms through higher depth of knowledge problems.
Instruction/Processing Continuum
Teacher-Focused Student-Focused
Lect
ure
Mas
tery
Le
ctur
e
Dire
ct
Inst
ruct
ion
Inqu
iry
Con
cept
A
ttain
men
t
Dis
cove
ry
Con
stru
ctiv
ism
Teach/revisit all standards and elements
Ensure that all assessments have about 55% higher level questions and that processing opportunities have been provided at the higher levels
Remember that collaboration with other teachers facilitates decisions about instruction and assessment
All models for support can be classified based on the number of regular mathematics teachers a student has.
In groups, use the handout to decide how each model impacts the state-identified components of support and to list benefits and detractors of each model.
All teachers who instruct Mathematics Support students should collaborate in an ongoing manner about:› Individual Student Progress› Curriculum Expectations› Instructional Strategies› Assessment
Discuss grades, strengths and weaknesses based on standards, mathematical disposition, and work habits
Discuss specific standards to be addressed based on a timeline, prerequisite skills, vocabulary, and potential misconceptions
Share or develop specific strategies for teaching mathematics concepts in both courses to provide consistency and understanding for teachers and students
Discuss content and assessment formats that are being used to evaluate students for specific standards
How do the parts of performance standards inform the level of rigor in content, processes, and student expectations?
How does the assignment of standards and elements to Mathematics I, II, and III impact instructional planning?
How can collaboration facilitate analysis of instructional strategies for use in accelerated, regular, and support classes?