N E P F N evada E ducator P erformance F ramework

1. N E P F Nevada Educator Performance Framework Southern Nevada Regional Professional Development Program www.rpdp.net Secondary Mathematics Standard 2Part 1

3. Standard 2 Module for Mathematics Part I – What and Why • Goal 1: What is Standard 2? • Goal 2: What are the indicators for Standard 2? Part II – Implications for Mathematics • Goal 3: What student learning tasks would provide evidence of the standard? • Goal 4: What specific tasks can be designed and/or adjusted to implement them?

4. NEPF – Standard 2 Learning Tasks have High Cognitive Demand for Diverse Learners

5. Who is a “diverse learner?”Can you tell by looking at students? ?

6. Through what lens do we look at diversity?

7. What do you see?

8. And here you see….?

9. With a simple ‘rotation’…

12. Did your perception/focus change? The same change may happen in classrooms. Our initial perception (by observation) in the classroom may not provide the complete picture.

13. Diversity What types of diversity might we have in our classrooms and schools?

14. Diversity

15. Definition of diversity The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique, and recognizing our individual differences.  These can be along the dimensions of race, ethnicity, gender, sexualorientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies.  It is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual. http://gladstone.uoregon.edu/~asuomca/diversityinit/definition.html

16. Teaching to the wide range of diversities we find in our classrooms is one of the hardest and most important aspects of our job as instructors.  • Diversity comes in many forms: personality, race, gender, class, ethnic background, sexual orientation, religion, class, natural aptitude for and previous training in the subject matter, the range and types of previous experience are among them.  • Students come to our material with many perspectives; tapping into these can enrich everyone's understanding of the subject at hand and, as well, prepare students for a 21st century in which the ability to talk with people of other groups is requisite. • Making learning possible for everyone is the goal, and is often a challenge.  At the very least, it is our professional responsibility to make learning equally possible for all students.

17. A Professional Motto “Every student in every classroom, without exceptions, without excuses.” Pat Skorkowsky, Superintendent, Clark County School District

18. NEPF – Standard 2 Learning Tasks have High Cognitive Demand for Diverse Learners Tasks place appropriate demands on each student Tasks purposefully employ all students’ cognitive abilities and skills Tasks progressively develop all students’ cognitive abilities and skills Teacher operates with a deep belief that all children can achieve regardless of race, perceived ability and socio-economic status

19. Indicator 1 How can. . . tasks purposefully employ all students’ cognitive abilities and skills? What is meant by “tasks that employ cognitive abilities and skills”? How can teachers use tasks to address…. various ability levels? working pace? experience? backgrounds (e.g., language, culture, socio-economic status)? Where can teachers find relevant and worthwhile tasks?

20. Indicator 2 How can. . tasks place appropriate demands on each student? What is meant by “tasks that place appropriate demands”? How do we create tasks requiring cognitive effort that challenge students appropriately (not too easy, not too hard)? How can tasks be redesigned so that they are not “one-size fits all”?

21. Indicator 3 How can. . . tasks progressively develop all students’ cognitive abilities and skills? What is meant by “tasks that progressively develop”? How are tasks designed to allow for deep rather than superficial learning? How are tasks connected to overall goals of the unit? How are tasks designed to develop the target concept for all students? Are the tasks worth doing? Are they deemed (by the students) worth the student’s time?

22. Indicator 4 How do we. . . operate with a deep belief that all children can achieve regardless of race, perceived ability and socio-economic status? What is meant by “all children can achieve”? Is diversity addressed in the classroom? How? Is student intelligence or ability level fixed (or can it change)?

23. A video example of a task that seems to fit this standard . . . • Discovering Angle Relationships in Reflections • Grade 9, Math, Transformations https://www.teachingchannel.org/videos/teaching-transformations

24. Video goes here

25. Did this task address . . Learning Tasks have High Cognitive Demand for Diverse Learners • Different learning styles • Varying grouping • Pacing • Making sense of problems • Using appropriate tools • Discovery of concept/rule • Cognitive demand • Progressively employing and developing cognitive skills • Responsibility for a part of the solution?

26. Summary Learning Tasks have High Cognitive Demand for Diverse Learners

28. Next Steps . . .Part II • What are some current learning tasks that can be altered to effectively implement this standard? • What might this look like in your classroom? • Where will evidence of Standard 2 be found in our individual practice? • How might effective implementation of Standard 2 affect student outcomes?

29. “Every student in every classroom, without exceptions, without excuses.”

30. Because we recognize that students bring diversity to the class, we will strive to know our students and look at ways to address these differences by providing students with various avenues to • acquire content • process information • demonstrate what they have learned (product)

31. For additional NEPF resources rpdp.net Select NEPF