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Math Adoption Meeting December 10, 2009

Math Adoption Meeting December 10, 2009. What we will accomplish today…. Look at the materials through the lens of instructional balance and supporting research. Agenda. Refresh memory of Bransford article - 5 minutes Bransford/5 Strands presentation – 10 minutes

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Math Adoption Meeting December 10, 2009

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  1. Math Adoption MeetingDecember 10, 2009

  2. What we will accomplish today… Look at the materials through the lens of instructional balance and supporting research.

  3. Agenda • Refresh memory of Bransford article - 5 minutes • Bransford/5 Strands presentation – 10 minutes • Count off by 5’s and read a strand – 10 minutes • Meet in your designated strand and develop key • points to present – 15 minutes • Each group will share out – 15 minutes • Analyze a lesson from each instructional material • (find evidence of strand) – 30 min • Debrief the lesson -15 minutes • Correspondence and next steps – 10 minutes

  4. How People Learn: Bridging Research and Practice • John Bransford • M. Suzanne Donovan • James Pellegrino

  5. How People Learn: First PrincipalStudents come to the classroom with preconceptions about how the world works. • Build on Existing Knowledge • Engage Student’s Preconceptions • Determine Misconceptions that Interfere with Learning

  6. How People Learn: Third PrincipalUse a “metacognitive” approach to instruction. • Help students to take control and self-monitor their own learning. • Summarize • Reflect • Verbalize Thinking

  7. How People Learn: Second PrincipalDevelop competence in the area of inquiry. • Deep foundation of factual knowledge. • Understand facts and ideas in the context of a conceptual framework. • Organize knowledge for retrieval and application.

  8. How People Learn: Second PrincipalDevelop competence in the area of inquiry. Procedural Knowledge Greater Transfer of information Students Apply what they have learned Learn related information quickly Conceptual Understanding

  9. National Research Council5 Strands of Mathematical Proficiency • Conceptual Understanding • Procedural Fluency • Strategic Competence • Adaptive Reasoning • Productive Disposition

  10. Research related to Balance Procedural Skill Factual Knowledge - HPL Procedural Fluency - Strand Problem Solving Retrieval and Application- HPL Strategic Competence – Strand Adaptive Reasoning - Strand Conceptual Understanding Conceptual Framework - HPL Conceptual Understanding- Strand

  11. Exploring the Strands • In your group count of to 4. Reading (10 MINUTES) • Everyone - Introduction pp. 115 – 118 • #1 – Conceptual Understanding pp. 118 - 120 • #2 – Procedural Fluency pp. 121 - 124 • #3 – Strategic Competence pp. 124-129 • #4 – Adaptive Reasoning pp. 129 - 131

  12. Form new group based on your strand • In your strand groups (15 MINUTES) • Determine common definition for your strand. • Give simple example of what this may look like in the classroom. • Put definition and example on poster paper.

  13. Share Out on Strands 15 MINUTES • Present your definition and example along with a short explanation. • Answer questions from the whole group

  14. Analyze Lesson for Evidence of Strands30 MINUTES • Move back to your original group • Review both Holt and Discovering lessons on Systems of Linear Inequalities • Look for evidence of each strand in lesson • Complete handout that illustrates findings of strands for each publisher

  15. Debrief Evidence of Strands Conceptual Understanding Integrated and functional grasp of mathematical ideas.

  16. Debrief Evidence of Strands Procedural Fluency Knowledge of procedures, knowledge of when and how to use them appropriately, and skill in performing them flexibly, accurately, efficiently and appropriately.

  17. Debrief Evidence of Strands Problem Solving Strategic Competence - ability to formulate mathematical problems, represent them, and solve them. Adaptive Reasoning – capacity to think logically about relationships among concepts and situations.

  18. Future Meeting Topics • Cognitive demand/Accessibility – January 7th • Match to National/State standards/Pilot teacher discussions and data review - January 28th • Data review and decision process – February 11th and February 25th

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