georgia performance standards planning instruction mathematics k-2
TRANSCRIPT
GEORGIA PERFORMANCE STANDARDS
Planning Instruction
Mathematics K-2
H. L. Menken Quotation
“For every complex problem there is a solution that is simple, neat,
and wrong."
Standards Based Education Model
GP
SG
PS
(one or more)
StandardsElements
(one or more)
StandardsElements
Stage 1Identify Desired Results
(Big Ideas) Enduring Understandings Essential Questions
Skills and Knowledge
Stage 1Identify Desired Results
(Big Ideas) Enduring Understandings Essential Questions
Skills and Knowledge
All above, plusTasksStudent WorkTeacher Commentary
All above, plusTasksStudent WorkTeacher Commentary
Stage 2Determine Acceptable Evidence(Design Balanced Assessments)
(To assess student progress toward desired results)
Stage 2Determine Acceptable Evidence(Design Balanced Assessments)
(To assess student progress toward desired results)
Stage 3Plan Learning Experiences and
Instruction
(to support student success on assessments, leading to desired results)
Stage 3Plan Learning Experiences and
Instruction
(to support student success on assessments, leading to desired results)
All aboveAll above
Overview
Concept Mapping
Curriculum Mapping
Describing the Standards-Based Classroom
Designing an Instructional Unit
Essential Question 1
What is Concept Mapping and why is it important?
Looking at Student Work
Work alone on each part of the task for about 5 minutes.
Discuss in small group.
For each part of task, list the mathematics concepts and ALL standards addressed.
Think of the mathematics that students need to know and be able to do in order to perform the task.
Skills and Knowledge
Facts
Concepts
Generalizations
Rules, Laws, Procedures
KNOWLEDGE(declarative)
Skills
Procedures
Processes
SKILLS(procedural)
Create a Map
Using the information generated from the task, draw a concept map.
Share and compare your map with those of other groups in the room.
Examining Our Concept Maps
Jigsaw Groups
Concrete
Semi-Abstract
Semi-Concrete
AbstractConceptDevelopment
Essential Question 2
What role can Concept Maps play in planning yearly instruction?
True or False?
“Without a commitment to when a skill will be
taught, there is no commitment.”
What Mapping Provides
Long range planning
Short term preparation
Clear communication
Instructional Planning
Be extremely familiar with grade-level standards Create a curriculum map Units
Identify standards Determine acceptable evidence Plan instruction
Pick a Grade Level
Work in small group to organize cards, making connections and distributing strands.
Use your work to create a yearlong curriculum map.
Visit other groups who worked on your grade level.
Make revisions to your map, if needed.
Developing, Analyzing, and Reviewing Maps
Read Maps to Gain Information
Identify Gaps
Identify Repetitions
Identify Areas for Integration
Match Assessments to Standards
Review for Timeliness
Analyzing Our Curriculum Maps
Jigsaw Groups
Essential Question 3
What does a standards-based mathematics classroom look like?
What is a rectangle?
Please do the following:
In your own words, define rectangle.
Use pictures, words, and numbers.
What do we know about rectangles?
Finding Patterns
Today you will work in groups of four. You will be given chart paper to show your work. For each pattern you create:
a. Draw it.b. Describe it in words.c. Make a t-chart.d. Be prepared to explain the patterns you found.
Ideas for Patterns
RectanglesTrianglesHexagonsWheels on Toy Cars, Bicycles, TricyclesLegs on Chickens, Horses Noses, Ears, Whiskers on Cats
What did you see in this lesson?
What should we see?
Warm-up Mini lesson, opening, setting the stage Work period, activity period Summary, closing
The Standards
Key content standards Related content standards Process standards Concepts and skills to maintain
Assessment
Assessment for learning Feedback Revision Self-assessing
Types of Classroom Assessment
•Multiple Choice
•True-False•Matching
Selected Response
•Fill-in-the-blank (words, phrases)
•Essay•Short answer (sentences, paragraphs)
•Diagram•Web•Concept Map
•Flowchart•Graph•Table•Matrix•Illustration
•Presentation
•Movement•Science lab •Athletic skill•Dramatization
•Enactment•Project•Debate•Model•Exhibition•Recital
•Oral questioning
•Observation•Interview •Conference•Process description
•Checklist•Rating scale•Journal sharing
•Thinking aloud a process
•Student self-assessment
•Peer review
ConstructedResponse
Performance Assessment
Informal Assessment
Characteristics of Exemplary Assessment
Emphasizes learning process as well as product
Requires active construction of meaningAssesses interdisciplinary and cross
disciplinary skillsHelps students self monitor
Characteristics of Exemplary Assessment
Gives specific expectations for students Emphasizes the application and use of
knowledgeHas meaning and relevance to studentsEmphasizes complex skillsMakes standards public and known in advance
Student Work Sample
Essential Question 4
What is important when developing a unit plan?
What is important?
Bringing the “big ideas” to life
A focus on learning, rather than teaching
Helping students to understand, not just remember the understanding of others
Incorporating a variety of different teaching strategies
Instructional Planning
Be extremely familiar with grade-level standards Create a curriculum map Units
Identify standards Determine acceptable evidence Plan instruction
Criteria for Good Tasks
• Involves significant mathematics• Can be solved in a variety of ways• Elicits a range of responses• Requires communication• Stimulates best performance• Lends itself to a scoring rubric
Pick a Unit
Work with a partner or a small group.
Decide on a unit from your “map”.
Use the design model to identify desired results and write an assessment.
Design instruction for the unit.
Making Instructional Decisions
Consider
Where are we going? Why?
What is expected?
How will we hook and
hold student interest?
How will we equip students to explore and experience?
How will we organize and sequence the
learning?
How will we tailor learning
to varied needs, interests, styles?
How will students self-evaluate and reflect on their
learning?
How will we help students rethink,
rehearse, revise, and
refine?
Multiple Representations
Pictures
Tables
WordsSymbols
Graphs
Sharing Our Units
Jigsaw Groups
I would like to teach and assess for understanding but…
I am expected to teach to state and district standards and benchmarks.
This approach takes too much time. I have too much content to cover.
I would like to teach and assess for understanding but…
I am being held accountable for student performance on superficial state tests.
I am a “skills” teacher, and students need to master the basics first.
I would like to design curriculum using a template, but…
This approach is too demanding. I couldn’t possibly do this for everything I teach.
It’s not my job to develop curriculum. Besides, I already have a textbook.
I would like to design curriculum using a template, but…
I don’t know how to do this kind of design work.
I already do this.
Discussion of Redelivery Action Plan
Determine your goal for redelivery.
Determine time allotted.
Develop timeline of activities.
List resources and ideas.
Wrapping Up
What have you learned over the past two days?What do you need next?How will you redeliver this module on unit
design?
Continue collecting student work.
Lisa Bryan
1754 Twin Towers East, Atlanta, Georgia 30334
Office phone: (404) 463-6924
Office email: [email protected]