Reflections from our work with Harvey Silver, TR

1. Reflections from our work with Harvey Silver, TR Note: All contents of this power point come from our work with Harvey Silver Reference: 64 Math Tools

2. Opening ActivityAssessing the Learning Styles of your Students

3. Think about when you were a student learning math. Briefly describe “how” you were taught. Describe how you “preferred” to be taught.

4. Which of the following best represents you as a learner of mathematics?

5. Rigor and Student Engagement

6. A new way of thinking about preparing students for their futures http://www.youtube.com/watch?v=ntzX6tBVgpk&feature=related

7. 21st Century Learning Skills 1. Critical Thinking and Problem Solving 2. Collaboration Across Networks 3. Agility and Adaptability 4. Initiative and Entrepreneurship 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination

8. Canoe Problem The Canoe Problem: Nineteen campers are hiking through Acadia National Park when they come to a river. The river is moving too rapidly for the campers to swim across. The campers have one canoe, which fits three people. On each trip across the river, one of the three canoe riders must be an adult. There is only one adult among the nineteen campers. How many trips across the river will be needed to get all of the children to the other side of the river?

9. How did you solve it? • Read the student cards on your table. • Which student do you compare yourself to?

10. Everyone learns, but we don’t all learn in the same way. • The differences in how people learn are called learning styles. • You can see your style in the way your talk, the way you think, and the way you solve problems.

11. Some students are like Maria Like to solve problems using step-by-step procedures

12. Others are likeTanisha These students prefer to find patterns and discover hidden questions.

13. AL • Students like Al are drawn to problems that are unique and love to speculate on the possible solutions.

14. Giovanni • For these students, there is no better way to solve a challenging math problem than by discussing it with friends and fellow students.

15. Which of these students sounds most like you?

16. MariaThe Mastery Math Student Mastery Math Students… • Want to…learn practical information and set procedures. • Like math problems that…are like problems they have solved before and that use algorithms to produce a single solution. • Approach problem solving…in a step-by-step manner. • Experience difficulty when…math becomes too abstract or when faced with non-routine problems. • Want a math teacher who…models new skills, allows time for practice, and builds in feedback and coaching sessions.

17. TanishaThe Understanding Math Student Understanding Math Students… • Want to…understand why the math they learn works. • Like math problems that…ask them to explain, prove, or take a position. • Approach problem solving…by looking for patterns and identifying hidden questions. • Experience difficulty when…there is a focus on the social environment of the classroom (e.g. on collaboration and cooperative problem solving) • Want a math teacher who…challenges them to think and who lets them explain their thinking.

18. GiovanniThe Interpersonal Math Student Interpersonal Math Students… • Want to…learn math through dialogue, collaboration, and cooperative learning. • Like math problems that…focus on real-world applications and how math helps people. • Approach problem solving…as an open discussion among a community of problem solvers. • Experience difficulty when…instruction focuses on independent seatwork or when what they are learning seems to lack real-world application. • Want a math teacher who…pays attention to their successes and struggles in math.

19. AlThe Self-Expressive Math Student Self-Expressive Math Students • Want to…use their imagination to explore mathematical ideas. • Like math problems that…are non-routine, project-like in nature, and that allow them to think “outside the box”. • Approach problem solving…by visualizing the problem, generating possible solutions, and exploring among the alternatives. • Experience difficulty when…math instruction is focused on drill and practice and role problem solving. • Want a math teacher who…invites imagination and creative problem solving into the math classroom.

20. Paper Clip: think of themselves as organized and efficient learners. These learners love to build their own competence and take a practical approach to learning.

21. Magnifying Glass: tend to emphasize the logical, knowledge-seeking, and problem-solving aspects of learning. These learners love to ask questions and often take an intellectual or analytical approach to learning.

22. Slinky: tend to focus on the playful and imaginative sides to learning. These learners love to explore ideas, ask “What if?”, and take a creative approach to learning.

23. Teddy Bear: see themselves as teddy bears tend to view learning as a warm and nurturing process. These learners emphasize the human story and the personal and conversational elements of learning, and they look for ways to connect their learning to their experiences and values. (Silver, Jackson & Moirao, 2011)

24. Instructional Relevance • Learning Styles • Task Rotations

25. General Student Population vs. At-Risk Population

26. Harvey Silver’s 8 C’s to Student Engagement

29. ATP Resources

31. Teaching With Style is: Implementing a variety of instructional teaching tools, strategies, and activities to differentiate instruction in order to support and challenge each student’s learning profile.

32. As we imagine our vision of quality instruction, let’s keep the needs our of students in mind.

33. Calculus Task Rotation

34. Algebra I Task Rotation

35. Assessment MenuThree Levels of Difficulty Mastery • Gather information • Organize information • Present information Interpersonal • Express feelings • Understand feelings • Act on feelings Understanding • Examine data • Interpret data • Extrapolate data Self Expressive • Generate ideas • Reorganize ideas • Create original work

37. Three-Way Tie Students identify relationships between three terms or concepts, then develop a summary or interpretation. NCTM Standards Educational Research Base Instructional Objectives Learning Style - Understanding Summary

39. That Really Smart Thing Wes Said Three Way Tie

40. Resource for Thoughtful Ed Templates and Activities • http://www.marshall.k12.ky.us/Thoughtful%20Ed/ThoughtfulEdtemplates.htm • http://www.marshall.k12.ky.us/cd/CurriculumDocuments.htm