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Quote. “ The aim of education should be to teach us rather how to think, than what to think - rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men. ” ~Bill Beattie ~ . Module 2 Domain 1 and Domain 3: .

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  1. Quote “The aim of education should be to teach us rather how to think, than what to think - rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men.” ~Bill Beattie ~

  2. Module 2 Domain 1 and Domain 3: FfT Facilitator Training Office of Talent Development October 2, 2012

  3. Agenda • Part I: • What’s your objective? • Domains 1 and 3 review • Part II: • Cylinder Activity • Part III: • FfT and CCSS connection • Part IV: • Brainstorm, how does this look in my room?

  4. On the Road Again NORMS OF THE ROAD DRIVE ON YOUR SIDE OF THE ROAD SIGNAL WHEN TURNING KEEP WITHIN THE SPEED LIMIT DO NOT TAILGATE NO U TURNS NO TEXTING WHILE DRIVING YIELD TO ONCOMING TRAFFIC

  5. Part I: • What’s your objective? • Planning and Preparation Domains 1 and 3

  6. You Talk a Mile a Minute

  7. You Talk a Mile a Minute The subject is Domain 1 • Value, Sequence, and Alignment • Clarity • Balance • Diverse learners • Learning activities • Resources  • Instructional groups • Lesson Plan • Unit structure • Outcomes 58 57 56 55 54 53 52 51 50 49 48 47 30 46 44 43 42 41 40 39 38 37 36 35 34 33 32 59 31 29 14 01 27 26 25 24 23 22 21 20 19 18 17 16 45 00 13 12 11 10 09 08 07 06 05 04 03 02 28 15 2

  8. You Talk a Mile a Minute The subject is Domain 1 • Value, Sequence, and Alignment • Clarity • Balance • Diverse learners • Learning activities • Resources  • Instructional groups • Lesson Plan • Unit structure • Outcomes 58 57 56 55 54 53 52 51 50 49 48 47 30 46 44 43 42 41 40 39 38 37 36 35 34 33 32 59 31 29 14 01 27 26 25 24 23 22 21 20 19 18 17 16 45 00 13 12 11 10 09 08 07 06 05 04 03 02 28 15 1

  9. You Talk a Mile a Minute The subject is Domain 1 • Value, Sequence, and Alignment • Clarity • Balance • Diverse learners • Learning activities • Resources  • Instructional groups • Lesson Plan • Unit structure • Outcomes 58 57 56 55 54 53 52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 37 36 35 34 33 32 31 29 14 28 01 27 26 25 24 23 22 21 20 19 18 17 16 00 15 13 12 11 10 09 08 07 06 05 04 03 02 30 59

  10. Round 2

  11. You Talk a Mile a Minute The subject is Domain 3 • Quality of Questions • Activities and Assignments • Instructional materials • Structure and pacing • Cognitive • Facilitate • Common Core • Student Participation • Discussion Techniques • Student Centered 58 57 56 55 54 53 52 51 50 49 48 47 30 46 44 43 42 41 40 39 38 37 36 35 34 33 32 59 31 29 14 01 27 26 25 24 23 22 21 20 19 18 17 16 45 00 13 12 11 10 09 08 07 06 05 04 03 02 28 15 2

  12. You Talk a Mile a Minute The subject is Domain 3 • Quality of Questions • Activities and Assignments • Instructional materials • Structure and pacing • Cognitive • Facilitate • Common Core • Student Participation • Discussion Techniques • Student Centered 58 57 56 55 54 53 52 51 50 49 48 47 30 46 44 43 42 41 40 39 38 37 36 35 34 33 32 59 31 29 14 01 27 26 25 24 23 22 21 20 19 18 17 16 45 00 13 12 11 10 09 08 07 06 05 04 03 02 28 15 1

  13. You Talk a Mile a Minute The subject is Domain 3 • Quality of Questions • Activities and Assignments • Instructional materials • Structure and pacing • Cognitive • Facilitate • Common Core • Student Participation • Discussion Techniques • Student Centered 58 57 56 55 54 53 52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 37 36 35 34 33 32 31 29 14 28 01 27 26 25 24 23 22 21 20 19 18 17 16 00 15 13 12 11 10 09 08 07 06 05 04 03 02 30 59

  14. What’s your Objective? Domain 1 • Quality of Questions • Activities and Assignments • Instructional materials • Structure and pacing • Cognitive • Facilitate • Common Core • Student Participation • Discussion Techniques • Student Centered Domain 3 • Value, Sequence, and Alignment • Clarity • Balance • Diverse learners • Learning activities • Resources  • Instructional groups • Lesson Plan • Unit structure • Outcomes

  15. Objectives Participants will: Identify the relationship between domains 1 and 3 to develop strategies to include quality of questions, student participation and cognitive engagement in activities and assignments.

  16. The 8 Essential Components Off Stage On Stage

  17. Domain 1 1c. Setting Instructional Outcomes (page 51/54) • Value, sequence and alignment • Clarity • Balance • Suitability for diverse learners 1e. Designing Coherent Instruction (page 55/60) • Learning Activities • Instructional Material and resources • Instructional Grouping • Lesson and Unit Structure Pre Conference Off Stage

  18. Domain 3 3b. Quality of Questions(page 79/82) • Quality of Questions • Discussion Techniques • Student Participation 3c. Engaging Students in Learning (page 55/60) • Learning Activities • Instructional Material and resources • Instructional Grouping • Lesson and Unit Structure On Stage Observation

  19. The Final Word

  20. Part II: Cylinder Activity

  21. Cylinder Investigation Quick Write: What are some questions you might have about the two cylinders? Table share and then chart your questions. Hamburger Hotdog

  22. Gallery Walk Which questions would you like to investigate?

  23. Cylinder Investigation If you think the hamburger cylinder holds the most, then go to the left side of the room. If you think hotdog, then go to the right side of the room. If you think they both hold the same amount, then go to the center of the room.

  24. Cylinder Investigation In your corners, take three minutes to talk about why you think your chosen cylinder holds the most. Chart your rational. Be prepared to share why you think the one you chose holds the most. Include reasoning for NOT choosing the other cylinder/s. What could you use to prove or disprove your hypothesis? Explain why you selected your cylinder. Be prepared to share out, you will have 30 seconds to justify your stand.

  25. Cylinder Investigation What must be true, for your thinking to be correct? If your thinking is not correct then what are the results? Give it a Go!

  26. Outcomes • What happened? • What did you notice? • Why do you think that happened?

  27. Cylinder Challenge • Your group’s challenge is to use one sheet of paper to create a cylinder that would hold the most popcorn ever! You have only five minutes! 5 :00

  28. Cylinder Challenge • Your group’s challenge is to use one sheet of paper to create a cylinder that would hold the most popcorn ever! You have only five minutes! 4 57 56 55 54 53 52 51 50 49 48 47 46 29 43 58 42 41 40 39 38 37 36 35 34 33 32 31 45 30 28 13 00 26 25 24 23 22 21 20 19 18 17 16 15 14 12 11 10 09 08 07 06 05 04 03 02 01 27 44 59

  29. Cylinder Challenge • Your group’s challenge is to use one sheet of paper to create a cylinder that would hold the most popcorn ever! You have only five minutes! 3 57 56 55 54 53 52 51 50 49 48 47 46 29 43 58 42 41 40 39 38 37 36 35 34 33 32 31 45 30 28 13 00 26 25 24 23 22 21 20 19 18 17 16 15 14 12 11 10 09 08 07 06 05 04 03 02 01 27 44 59

  30. Cylinder Challenge • Your group’s challenge is to use one sheet of paper to create a cylinder that would hold the most popcorn ever! You have only five minutes! 2 57 56 55 54 53 52 51 50 49 48 47 46 29 43 58 42 41 40 39 38 37 36 35 34 33 32 31 45 30 28 13 00 26 25 24 23 22 21 20 19 18 17 16 15 14 12 11 10 09 08 07 06 05 04 03 02 01 27 44 59

  31. Cylinder Challenge • Your group’s challenge is to use one sheet of paper to create a cylinder that would hold the most popcorn ever! You have only five minutes! 1 57 56 55 54 53 52 51 50 49 48 47 46 29 43 58 42 41 40 39 38 37 36 35 34 33 32 31 45 30 28 13 00 26 25 24 23 22 21 20 19 18 17 16 15 14 12 11 10 09 08 07 06 05 04 03 02 01 27 44 59

  32. Cylinder Challenge • Your group’s challenge is to use one sheet of paper to create a cylinder that would hold the most popcorn ever! You have only five minutes! 58 57 56 55 54 53 52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 37 36 35 34 33 32 31 29 14 28 01 27 26 25 24 23 22 21 20 19 18 17 16 00 15 13 12 11 10 09 08 07 06 05 04 03 02 30 59

  33. Which of these happened?

  34. Pictures Manipulative Models Written Symbols Real-World Situations Oral Language Which of these happened? Linking to Research/LiteratureConnections between Representations Adapted from Lesh, Post, & Behr, 1987

  35. Linking to Research/Literature Research has shown that children who have difficulty translating a concept from one representation to another are the same children who have difficulty solving problems and understanding computations. Strengthening the ability to move between and among these representations improves the growth of children’s concepts. Lesh, Post, & Behr, 1987

  36. So what’s “The Big Idea?” 3 Minute Quick Write • What were your behaviors? • What were the facilitator’s behaviors? • Identify which hypothesis was proven. • What math concepts and or skills did you use? • How does this relate to the real world? 2 57 56 55 54 53 52 51 50 49 48 47 46 29 43 58 42 41 40 39 38 37 36 35 34 33 32 31 45 30 28 13 01 26 25 24 23 22 21 20 19 18 17 16 15 14 27 12 11 10 09 08 07 06 05 04 03 02 00 44 59

  37. So what’s “The Big Idea?” 3 Minute Quick Write • What were your behaviors? • What were the facilitator’s behaviors? • Identify which hypothesis was proven. • What math concepts and or skills did you use? • How does this relate to the real world? 1 57 56 55 54 53 52 51 50 49 48 47 46 29 43 58 42 41 40 39 38 37 36 35 34 33 32 31 45 30 28 13 01 26 25 24 23 22 21 20 19 18 17 16 15 14 27 12 11 10 09 08 07 06 05 04 03 02 00 44 59

  38. So what’s “The Big Idea?” 3 Minute Quick Write • What were your behaviors? • What were the facilitator’s behaviors? • Identify which hypothesis was proven. • What math concepts and or skills did you use? • How does this relate to the real world? 58 57 56 55 54 53 52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 37 36 35 34 33 32 31 29 14 28 01 27 26 25 24 23 22 21 20 19 18 17 16 00 15 13 12 11 10 09 08 07 06 05 04 03 02 30 59

  39. Part III: FfT and CCSS Connection

  40. Reflect • How does this activity connect to the Frameworks for Teaching? Specifically components and elements for 1c, 1e, 3b, and 3c. • What Common Core State Standards for mathematical practices were addressed? • What Common Core Writing Standards were addressed?

  41. PartIV: Brainstorm, how does this look in your class?

  42. Head, Heart and Foot • Head- • What are your thought? • Heart- • What do you feel? • Foot- • What will be your action?

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