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MAG 2007 MATH TWBAT:

MAG 2007 MATH TWBAT:. Align Teaching and Learning in the Classroom … Jan Keefer, Wicomico County Public Schools Secondary Mathematics Professional Development Coach

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MAG 2007 MATH TWBAT:

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  1. MAG 2007MATH TWBAT: Align Teaching and Learning in the Classroom … Jan Keefer, Wicomico County Public Schools Secondary Mathematics Professional Development Coach Resources: MSDE initiatives: curriculum/assessment, ASCD, Carol Ann Tomlinson, Wiggins-McTighe, Center for Leadership in Education, Towson University

  2. How do we teach to the standards? MINIMUM Grade level work everyday Daily classroom instruction, discussion, assessment and expectations must be at/Above “grade level”

  3. RIGOR: RELEVANCE INVESTIGATION GRIPPING/GRABBING OPINIONS REASONS/REFLECTION

  4. RIGOR: RELEVANCE INVESTIGATION GRIPPING/GRABBING OPINIONS REASONS/REFLECTION

  5. The Instructional Gap The difference between the rigor of the state content standards and the rigor of student classroom assignments Average Assignment Level Gap Grade 1: 0.9 - .1 Grade 3: 2.7 - .3 Grade 5: 3.9 - 1.1 Grade 8: 5.8 - 2.2 Grade 12: 7.8 - 4.2 Curriculum Calibration Study by DataWork Educational Research of 192,252 assignments from 174 schools in 62 school districts

  6. So, how do we teach what our students need AND • Where do we find the time?

  7. National issue When all standards are considered – a national study determined that we need 15,000 hours to teach every thing with only 10,000 hours allotted i.e. we need 20 -21 yrs. of schooling not 13 unless we INCREASE TIME – UNPACK the curriculum by identifying “POWER INDICATORS or Objectives.” MCREL; Marzano & Kendall; Douglas Reeves;

  8. Unpacking State Standards “Unpacking content standards is a proven technique to help educators identify from the full text of indicators and objectives exactly what they need to teach their students. ‘Unpacked’ standards: what students must know and be able to do.” - Ainsworth (2003)

  9. We “unpack” by identifying the power indicators.. Indicators and objectives which are: Most needed by students for successful futures Most useful in across content application Assessed on national, state and local assessments “BIG IDEAS” …..

  10. RIGOR: RELEVANCE INVESTIGATION GRIPPING/GRABBING OPINIONS REASONS/REFLECTION

  11. Compact, enrich, differentiate: • Find a Topic or themewhich incorporates cross curricular learning (planning trips, investing, sports, ..) • Identify objectives of the unit or chapter – determine long-term skills and BIG ideas needed • TIER lesson – embed skills review, provide extension for mastery • Engage students with activity/application

  12. Diamond Mining!

  13. Diamond Mining!

  14. Example of Unpacking • CLG 1: Student will: • demonstrate ability to investigate, interpret, and communicate solutions to mathematical and real-world problems using patterns, functions, and algebra. • CLG 3: Student will: • demonstrate the ability to apply probability and statistical methods for representing and interpreting data and communicating results; • recognize, describe and/or extend patterns and functional relationships that are expressed numerically, algebraically, and/or geometrically; • make informed decisions and predictions based upon the results of simulations and data from research; • .

  15. Example of Unpacking CLG 1: CLG 3:. .

  16. Time? • “Pre-Assess” Group students • Support/Practice/Extension • Pace – Individual complete both scenarios • Communication in mathematics: Sharing/Justifying/Data Interpretation/Rationale (ex. Sell the one most profit OR keep?) THINKING ABOUT OUT THINKING! • Inequalities: $16.50d > 10.75d + salary • Graphing • Rates?

  17. Time? • How many class periods / DAYS from the CURRICULUM??? • How many skills / applications? • How much LEARNING? Application, synthesis, understanding, THINKING

  18. Planning for Learning: Think Abouts! Is our curriculum aligned to the standards? Are we teaching the curriculum? Are our daily instructional strategies meeting the same RIGOR as the standards? Are we assessing with the same format as MSA/HSA? Are we monitoring student progress? Are we providing feedback to our students – How and How often?

  19. MAG 2007MATH TWBAT: Align Teaching and Learning in the Classroom … Jan Keefer, Wicomico County Public Schools Secondary Mathematics Professional Development Coach Resources: MSDE initiatives: curriculum/assessment, ASCD, Carol Ann Tomlinson, Wiggins-McTighe, Center for Leadership in Education, Towson University

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