navigator presentation powerpoint

©2007 America’s Choice

~Presented by~

Rick Pinchot and Angela PhillipsChets Creek Elementary, Jacksonville, Florida

Math Navigator: Guide Your Students Back on Course


Welcome to Chets Creek Elementary School! An A+ America’s Choice National Model School

Sydney, a fifth grader at Sydney, a fifth grader at Chets Creek Elementary, Chets Creek Elementary,

shares the Vision shares the Vision of our school.of our school.

We are a standards-based learning community

committed to preparing students for success in a

competitive, interdependent and global

workplace.

MadisoMadisonn


Welcome to Chets Creek Elementary School! An A+ America’s Choice National Model School

Sydney, a fifth grader at Sydney, a fifth grader at Chets Creek Elementary, Chets Creek Elementary,

shares the Vision shares the Vision of our school.of our school.

We are a standards-based learning community

committed to preparing students for success in a

competitive, interdependent and global

workplace.


Our “High-Stakes Assessment” Mathematics Story

Florida Comprehensive Assessment Test

(Proficiency Level- 3 or above)

Year Percent of Students scoring > Level 3

1998- 21%

1999- 52%

2000- 70%

2001- 80% (75% w/ ESE)

2002- 83% (78% w/ ESE)

2003- 84% (76% w/ ESE)

2004- 88% (83% w/ ESE)

2005- 89% (84% w/ ESE)

2006- 93% (84% w/ ESE)

2007- 94% (88% w/ ESE)

Phil Daro ©2007 America’s Choice

A Systematic Approach to Math Intervention

Student Needs InterventionSuccessful

in ClassRegular

ProgramNone

Needs Help with Assignments

Feedback Help in Class

Not Doing Homework

Outside Help

Tutoring

Misconceptions from Previous

Learning

Extra Instruction

4 Week Modules

2-3 Years Behind

Intensive Instruction

Special Course


Philosophy Behind Math Navigator:

Targets and Surfaces

Misconceptions

Builds on Prior Knowledge



Targets Specific Concepts



Targets Specific Concepts

SkillsSkills

Concepts Concepts

Problem Problem Solving Solving



Uses an Algebraic Approach with Properties of Equality

3 + 5 = 3 + 5 =

3 + = 83 + = 8

+ 5 = 8+ 5 = 8



Provides a Language Rich Environment



Teaches Students to be Better Learners of Mathematics



Offers Instructional Support


Professional Development

Teachers learn how to identify and remedy misconceptions

Teachers learn how to teach for conceptual understanding

Teachers learn how to develop and nurture a problem solving and collaborative environment

Teachers develop their pedagogy about mathematics


Addressing Student Misconceptions


Skill Cards

James Williams ©2007 America’s Choice

What is a misconception?

A misapplication of a rule or procedure

An “over” or “under” generalization

An alternative interpretation of a situation


Looking at a “Lesson”


Lesson 14


Addressing Student Misconceptions


Meet Student 1…


Meet Student 2…


Meet Student 3…


Meet Student 4…


Common Misconceptions

You can’t subtract a larger number from a smaller one

The number is larger than any other number that has fewer digits

You add numbers by lining them up on the right

Multiplication makes a number bigger

A fraction is larger than any other fraction with a bigger denominator

Subtracting numerators and denominators when subtracting fractions

Multiplying fractions by inverting and multiplying

And the list goes on


Misconceptions

36

- 19

10.2 4

+ 5.5


Misconceptions

27 - 19

-9 -10

_______________________

8 17 27

19 - 27

-8 -19

_____________________________

-8 0 19


Misconceptions

Many result from procedural instruction.

Misconceptions are also caused by the lack of meaningful discussions in the classroom.

May result from lack of teacher pedagogy.


Diagnostic Teaching (Focus on Misconceptions)

• Goal is to surface and make students aware of Goal is to surface and make students aware of their misconceptionstheir misconceptions

•Begin with a problem or activity that surfaces Begin with a problem or activity that surfaces the various ways students may think about the the various ways students may think about the mathmath

•Engage in reflective discussion (challenging for Engage in reflective discussion (challenging for teachers but research shows that it develops teachers but research shows that it develops long-term learning)long-term learning)

Reference: Reference:

Bell, A. Principles for the Design of Teaching Educational Bell, A. Principles for the Design of Teaching Educational

Studies in Mathematics. 24: 5-34, 1993Studies in Mathematics. 24: 5-34, 1993


The Lesson

Skills Practice

Introducing Today’s Lesson

Presenting the Task

Solo Work

Partner Work

Probing for Understanding

Closing Lesson

--Your thoughts


Rituals and Routines


Implementation Model

Jennifer SneadTeacher, Chets Creek Elementary


Implementation Model

QuickTime™ and aDV/DVCPRO - NTSC decompressor

are needed to see this picture.

Suzanne Shall ©2007 America’s Choice

Special Education Challenge

Special education students share the same characteristics as struggling students.

Intervention for special education students also have the following challenges.– Teachers are typically Literacy Specialists.

– Some students have difficulty reading and comprehending text.

– Perception among many teachers that success for students require sacrifice of rigor.

Suzanne Shall ©2007 America’s Choice

Navigator and Special Education Intervention

Modular approach to remediation allows for a focused and coherent presentation of mathematics. This is extremely beneficial to special education students in that it minimizes confusion and distractions by other unrelated content.

Intervention outside of regular class allows students to remain in inclusion setting and still receive additional assistance.

Present students with a simple approach to what can often be complex and confusing mathematics content.


20-Day Module

Post -Test and CheckpointRegular sessionRegular sessionRegular sessionRegular session

Regular sessionRegular sessionRegular sessionCheckpointRegular session

Regular sessionRegular sessionRegular sessionRegular sessionCheckpoint

Regular sessionRegular sessionRegular sessionRegular sessionPre-Test and Regular session

Post -Test and CheckpointRegular sessionRegular sessionRegular sessionRegular session

Regular sessionRegular sessionRegular sessionCheckpointRegular session

Regular sessionRegular sessionRegular sessionRegular sessionCheckpoint

Regular sessionRegular sessionRegular sessionRegular sessionPre-Test and Regular session


Navigator Modules

Series 1 (2nd grade and up) Beginning Place Value Knowing Addition and Subtraction Facts Knowing Multiplication and Division Facts Understanding: Addition and Subtraction Understanding: Multiplication Understanding: Division

Series 2 (4th grade and up) Knowing Fractions

Understanding Fractions

Understanding and Reading Word Problems

Measurement

Place Value from Decimals to Billions

Multiplying Multidigit Whole Numbers

Series 3 (6th grade and up) Decimals and Powers of 10 Rational Numbers Percents Operations and Word Problems

Series 4 (8th grade and up)

Functions and Graphs Expressions and EquationsGeneralizing from PatternsExponents


Great Results, page 32


Special Education Students Make Dramatic Gains


Navigator Results- Chets Creek Name School Year Course Pre-test Post-test

Susan 2005-2006 Understanding Multiplication 3 7Lauren 2005-2006 Understanding Multiplication 9 12Kali 2005-2006 Understanding Multiplication 8 11Frank 2005-2006 Understanding Multiplication 7 8Jennifer 2005-2006 Understanding Multiplication 7 12Daija 2005-2006 Understanding Multiplication 5 7Alexis 2005-2006 Understanding Multiplication 8 10Miller 2005-2006 Understanding Multiplication 9 13Somer 2006-2007 Understanding Addition and Subtraction 5 11Tristin 2006-2007 Understanding Addition and Subtraction 8 12Alyssa 2006-2007 Understanding Addition and Subtraction 8 14Zenaida 2006-2007 Understanding Addition and Subtraction 8 10Amber 2006-2007 Understanding Addition and Subtraction 6 12Hunter 2006-2007 Understanding Division 8 12Lorenzo 2006-2007 Understanding Division 7 11Halie 2006-2007 Understanding Division 8 7Kierstin 2006-2007 Understanding Division 8 9Janai 2006-2007 Understanding Division 10 12Levi 2006-2007 Understanding Division 10 13Ashley 2006-2007 Understanding Addition and Subtraction 7 12Michael 2006-2007 Understanding Addition and Subtraction 8 13Mario 2006-2007 Understanding Addition and Subtraction 6 11Ryan 2006-2007 Understanding Addition and Subtraction 8 14Daija 2006-2007 Understanding Addition and Subtraction 8 14Gorgi 2006-2007 Understanding Addition and Subtraction 10 15Jay 2006-2007 Knowing Multiplication and Division 10 19Kim 2006-2007 Knowing Multiplication and Division 9 17Briana 2006-2007 Knowing Multiplication and Division 9 16Nick 2006-2007 Knowing Multiplication and Division 11.5 20Courtney 2006-2007 Knowing Multiplication and Division 11 19Kiara 2006-2007 Knowing Multiplication and Division 9 17

navigator presentation powerpoint

Education

student misconceptions

chets creek elementary

struggling students

students aware

florida math navigator

surfaces misconceptions

remedy misconceptions

misconceptions goal