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

N E P F N evada E ducator P erformance F ramework. Southern Nevada Regional Professional Development Program www.rpdp.net. Secondary Mathematics. Standard 3 Part 2. Standard 3 Module for Mathematics. Part 1 – What and Why Goal 1: What is Standard 3?

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

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  1. N E P F Nevada Educator Performance Framework Southern Nevada Regional Professional Development Program www.rpdp.net Secondary Mathematics Standard 3Part 2

  2. Standard 3 Module for Mathematics Part 1 – What and Why • Goal 1: What is Standard 3? • Goal 2: What are the indicators for Standard 3? Part 2 – 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?

  3. NEPF Standard 3 Opportunities for extended, productive DISCOURSE between the teacher and student(s) and among students. Opportunities for ALL students to create and interpret multiple representations that engage student thinking. Students Engage in Meaning Making through Discourse and Other Strategies 2 1 Use existing knowledge and prior experience to make connections and recognize relationships to further acquisition of skills. Classroom environment enables collaboration, participation and a positive, affective experience for all students. 4 3

  4. THIS STANDARD IS SAYING THAT… Students should be active in making meaning during their own learning. Teachers can support students’ meaning making by: • engaging them in productive discourse (Indicator 1); • involving them in creating and interpreting multiple representations (Indicator 2); • connecting what they are learning to what they already know (Indicator 3); and • structuring a positive classroom environment to enable collaboration and participation (Indicator 4).

  5. Showing evidence…

  6. What do Teachers Need to Demonstrate as Evidence for Standard 3?LOOK FORS:LISTEN FORS:

  7. Teachers can support students’ meaning making by providing opportunities for extended, productive discourse. How do teachers promote this discourse?

  8. Promoting discourse?!

  9. We encourage discourse between teacher and student when we… • Change from • “How can I teach students to get the answer to this problem?” • to “How can I use this problem to teach the mathematics of this unit?” • Ask • How did you do it? • How do you know your solution is correct? • What would happen if (give a variation). . . . ?

  10. How do we provide opportunities for discourse among students?… • We can promote by engaging students in • interactive dialogue • meaning-making • explaining, critiquing • using logic and evidence • to support or refute • a claim • Simple Paired Activities • Homework Checking Pairs • Think/Pair/Share • Question and Answer Pairs • Note-Checking Pairs • Group Activities • Cooperative Learning • Cubing • I Have – Who Has • Matching • Problem Solving

  11. Level of Engagement Check List Activity:_________________________ Activity Purpose/Benefit ___Hear ___See ___Say ___Do ___Write ___Problem-solve (Application) ___Organize information ___Solve ___Procedures ___Explain (to others/peers, class)

  12. Resources for Standard 3, Indicator 1 Check our resource list for templates, descriptions, etc. for group activities. Look for Active Learning for Mathematics at www.rpdp.net > NEPF >math resources

  13. Teachers can support students’ meaning making by involving them in creating and interpreting multiple representations. How do we create tasks that challenge students to create and use these representations?

  14. What are “representations”?

  15. Challenge students to create and use representations that include: models diagrams writing digital and print media images/visuals graphs and tables videos simulations patterns concept maps drawings

  16. Mathematical Practice # 4: Model with Mathematics Modeling is a common thread found at every grade level in the Nevada Academic Content Standards for Mathematics

  17. What does Math Modeling Mean? This video addresses the mathematical practice Create a Mathematical Model from the Common Core. Students are often confused about what a math model actually encompasses. http://www.youtube.com/watch?v=Iew9nppByKs Start at 0:20

  18. N A G ALGEBRAICALLY y = x Use NAG to create multiple representations…. GRAPHICALLY NUMERICALLY

  19. MODELING: Strategies to Solve Ratio Problems • Common Core: 6.RP.3a, by Kathryn Newmark • “Choose a strategy to solve ratio problems” • In this lesson you will learn to solve ratio problems by choosing the strategy you like the best. http://learnzillion.com/lessons/591 Start at 1:36

  20. MODELING: Simplify Square Roots Using Physical Models • Common Core: N-RN.2, by Lauren Burton • “Simplify square roots using physical models” • In this lesson you will learn how to simplify square roots by examining physical models. http://learnzillion.com/lessons/2859

  21. Teachers can support students’ meaning making by connecting what they are learning to what they already know. How do we create tasks that help students to make these connections?

  22. Connect to Prior Knowledge How? Using graphic organizers; KWL charts, Venn diagrams, etc. Sound familiar? The “prior knowledge” connection is NEPF Standard 1! Refer to the resource materials presented in the module for Standard 1.

  23. Use a High Yield Strategy Identifying similarities and differences is the #1 high yield strategy for increasing student achievement.* STUDENTS SHOULD: • Compare, classify, and create metaphors, analogies and non-linguistic or graphic representations • Use Thinking Maps, T-charts, Venn diagrams, classifying, analogies, cause and effect links, compare and contrast organizers *Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement, by Robert Marzano (2001)

  24. Venn Diagram: Compare & Contrast Topic: UNIQUE UNIQUE SAME Summary:

  25. More thoughts on making connections: • Help students use their prior knowledge to draw analogies that support their understanding of the concepts.

  26. Using Analogies in Math Classes To create analogies, students must understand relationships, such as comparing, contrasting, and sequencing. Start with a simple example from other disciplines. hot : soupas cold : _______ (ice cream) Then try: straightedge : line as compass : ______ (circle) ray : line as arc : ______ (circle) parallel : intersectingas acute : ______ (obtuse) 4 : 12 as 1 : ___ (3) ½ : 50% as ¼ : ___ (25%)

  27. Additional Thought on Indicator 3 Recognize that students bring a variety of personal experiences to the classroom. For strategies to address this diversity, refer to the resource materials in the module for Standard 2!

  28. Teachers can support students’ meaning making by structuring a positive classroom environment to enable collaboration and participation How do we create such an environment?

  29. Creating a positive classroom environment?

  30. Building Classroom Community Teachers need to consider factors in classroom environment:

  31. Encouraging environment?

  32. Notes from brain research… • Once sensory information enters the brain, it’s routed to one of two areas: • (1) the prefrontal cortex, what might be called the thinking brain, which can consciously process and reflect on information; OR • (2) the lower, automatic brain, what might be called the reactive brain, which reacts on information instinctively rather than through thinking.

  33. When a student is anxious, stressed, sad, frustrated, confused or bored, brain filters conduct the sensory information into their reactive brain. • If information gets routed to this reactive brain, it is unlikely the brain will process the information or remember it. That is, unless a positive mood is restored, the student won’t be learning much on this particular school day. • THEREFORE, if a student is stressed, they CAN’T use their thinking brains…

  34. Classroom-related stressors must be eliminated to enable collaboration, participation, and a positive experience for all students.

  35. Standard 3 in action While watching the following video clip, look for: • Students working collaboratively • Discourse • Viable suggestions/arguments • Sharing ideas/thoughts • https://www.teachingchannel.org/videos/think-pair-share-lesson-idea

  36. Think-pair-share video

  37. Did the activity (in the video) address... Standard 3: Students Engage in Meaning-Making through Discourse and Other Strategies • Productive discourse? • Multiple representations? • Prior knowledge and experience? • Conducive environment for collaboration?

  38. In summary...

  39. “3 – 2 – 1” What evidence of Standard 3 can you visualize in your classroom? Name 3 artifacts you are already using. What new strategies or ideas (using Standard 3) do you think you could use in your classroom? Give 2 such examples. Commit to using a new strategy. What 1 strategy will you employ?

  40. NEPF Standard 3: Students Engage in Meaning Making through Discourse and Other Strategies

  41. For additional NEPF resources rpdp.net Select NEPF

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