serving the gifted student

Serving StudentsGifte

d

I’m a Tool1. State your name2. Proudly and boldly proclaim

“I’m a tool”3. Describe your purpose as a tool4. Describe methods in which people use

you5. Get other people to guess what tool you

are

ToolsPurpose

Practice Develops Mastery

Mastery Produces Growth

Method of Use

Purpose

Math is the language by which we study and establish relationships between us and the universe around us.

Method of Use

VerbalNumerical

Algebraic Graphical

Verbal

If you can't explain it simply, you don't understand it well enough.

– Albert Einstein

If you don’t understand it well enough any simple explanation won’t be simple.

SB

These are the written statements of truth, the core to the meaning(s) of the lesson(s) or unit. These are what connect the parts of a subject to the student’s life and to other subjects.

It is through the understanding component of instruction that we teach our students to truly grasp the “point” of the lesson or the experience.

Understandings are purposeful. They focus on the key ideas that require students to understand information and make connections while evaluating the relationships that exist within the understandings.

Major Concepts and Sub-concepts

Understanding Statements (Verbal)

Numerical

• Tables• Maps• Can be substituted for variables or unknowns• Can be used to determine patterns• Can be misleading– Patterns may not be established correctly– Placement of numbers is crucial

All we know is still infinitely less than all that remains unknown.– William Harvey

• How many different ways can we use an “x”, or other symbols?

• Variable vs unknown.• Do students understand the equals sign?

Algebraic

A picture is worth a thousand words.– Unknown

• Graphs• Drawings• Any visual representation of data• Calculator

Graphical

Practice Develops Mastery

• He who loves practice without purpose is like the sailor who boards ship without a rudder and compass and never knows where he may cast.– Leonardo da Vinci

• In theory there is no difference between theory and practice. In Practice there is.– Yogi Berra

• An ounce of practice is worth more than tons of preaching. – Mahatma Gandhi

Verbal Numerical

Graphical Algebraic

Name  

Unit  

Verbal Numerical Graphical Algebraic

Mastery Produces Growth

Who’s Responsible for Learning?

• Teacher or Student

• How do teachers know if students are learning?

• How do students know if they are learning?

Grading

100 point scale– A 90 – 100– B 80 – 90– C 75 – 80– D 70 – 75– F 0 – 70

AP Grading

5 Extremely well qualified

6 Well qualified

7 Qualified

8 Possibly qualified

1 No recommendation

Proficient work on all objectives and advanced work in some objectives

Proficient work on all course objectives

Proficient work on most important objectives but not in all objectives

Proficient work on half the objectives and missing some important objectives

Proficient work on few objectives if any

5 Point Scale1 2 3 4 5

•No clue.•Does few things right but can’t explain them.•Hard time making any connections.

•Feels comfortable with few concepts.•More gaps.

•Feels comfortable with most concepts.•Few gaps.

•Feels comfortable with all concepts.•Can explain why they got the wrong answers.•Makes more mistakes than would like.

•Masters all concepts.•If there are any mistakes they are minimal.

Using the 5 Point Scale• Tests– Corrected but not scored and returned– Students must self assess and score 1-5• Expectation is for 1-3s to get extra help

– Gives students a chance to prove to me what they have learned

• In Class Quick Assessment– Hands up 1-5

Goals for 5 Point Scale

• More specific to subject, units, and concepts

• Used for homework to help students verbalize their strengths and weaknesses