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

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

3. 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?

4. Do All Students Learn the Same Way?

5. Learning ActivitiesThe Retention, Application, and Transfer of Knowledge and Skills http://www.flickr.com/photos/ericrice/52434918/

6. The Retention, Application, and Transfer of Knowledge and Skills If actively involved, the retention increases to • 50% of what they say. (Participating in a discussion, constructing viable arguments, peer-collaboration) • 75%of what they practice by doing. (Simulating the real experience, practicing skills and concepts) • 90% of what they teach others. (Doing a presentation, teaching concepts to others)

7. NEPF – Standard 3 Students Engage in Meaning Making through Discourse and Other Strategies

8. 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

9. Indicator 1 How can a teacher. . . provide opportunities for extended, productive discourse? What is meant by “extended productive discourse”? How can teachers use engagement activities to include…. interactive dialogue? meaning-making? explaining, critiquing? logic and evidence to support or refute a claim? Where can teachers find relevant and worthwhile activities?

10. Indicator 2 How can teachers . . . provide opportunities for students to create and interpret multiple representations? What is meant by “create and interpret multiple representations”? How do we create tasks that challenge students to create and use representations such as . . . graphs maps videos representations patterns concept maps models diagrams writing digital and print media images

11. Indicator 3 How can teachers . . . assist all students to use existing knowledge and prior experience to make connections? What is meant by “connections to prior knowledge”? Do students bring information to school from their personal experiences of . . . family and language backgrounds? knowledge of the world? text variety? multimedia skills? How can teachers help students use prior knowledge to draw analogies to support understanding of ideas?

12. Indicator 4 How can teachers . . . structure the classroom environment to enable positive collaboration and participation? What is meant by “classroom environment conducive to collaboration and participation”? How does the classroom environment influence the extent to which students can engage in making meaning? What aspects of classroom environment need to be addressed to create a positive experience?

13. A couple of sample videos • Student engagement • Discourse (Teacher-student, student-student) • Making meaning • Classroom environment/structure

15. How do students learn through collaborative group work? • https://www.teachingchannel.org/videos/choosing-collaborative-groups?fd=1

16. The wingman • https://www.teachingchannel.org/videos/strategies-for-engaging-students

17. Did these videos address . . Students Engage in Meaning-Making through Discourse and other Strategies • Working collaboratively? • Discourse? • Viable suggestions/arguments? • Sharing ideas/thoughts? • Productive discourse • Multiple representations • Prior knowledge and experience • Conducive environment for collaboration

18. Summary Students Engage in Meaning Making through Discourse and Other Strategies

19. Next Steps . . .Part 2 • What are some current learning activities that can be altered to effectively implement this standard? • What might this look like in your classroom? • Where will evidence of Standard 3 be found in our individual practice? • How might effective implementation of Standard 3 affect student outcomes?

20. For additional NEPF resources rpdp.net Select NEPF