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Advanced Math Methods

Please sit in your planning groups!. Advanced Math Methods. Friday, October 28, 2011. Please sit in your planning groups!. DO NOW. Read the “NYT Article” As you read the article, consider the following questions:

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Advanced Math Methods

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  1. Please sit in your planning groups! Advanced Math Methods Friday, October 28, 2011

  2. Please sit in your planning groups! DO NOW • Read the “NYT Article” • As you read the article, consider the following questions: • What are the strengths of the American education system? What’s pushing reform? • If math students in Singapore perform so well on international math exams, why did the Philadelphia School District choose not to adopt Singapore math?

  3. Please sit in your planning groups! Agenda • DO NOW • Whip Around • Follow up from September • Discussion: Perspectives on math teaching & learning • Break • Inquiry-based teaching & learning • Closing

  4. Whip Around What was your favorite childhood Halloween costume. If you never dressed up for Halloween, what do you think you might be for Halloween if you did dress up? Please also restate your name.

  5. DO NOW • Access the “NYT Article” • As you read the article, consider the following questions: • What are the strengths of the American education system? What’s pushing reform? • If math students in Singapore perform so well on international math exams, why did the Philadelphia School District choose not to adopt Singapore math?

  6. Agenda • DO NOW • Whip Around • Follow up from September • Discussion: Perspectives on math teaching & learning • Break • Inquiry-based teaching & learning • Closing

  7. Follow up from September

  8. Agenda • DO NOW • Whip Around • Follow up from September • Discussion: Perspectives on math teaching & learning • Break • Inquiry-based teaching & learning • Closing

  9. Leftover from September • Overarching Questions- go over example • Best Practices- Implementation of Enduring understanding

  10. Discussion: Perspectives on Math Teaching & Learning • How would the authors respond to the 4 questions listed on page 1 of our syllabus? • What are our commitments to humankind, in particular to children, as math educators? • What does it mean to teach/learn math? • What does it mean to be a mathematics teacher? • What does it mean to teach mathematics to adolescents? • How might your author approach the planning and execution of your unit plan?

  11. BREAK

  12. Agenda • DO NOW • Whip Around • Follow up from September • Discussion: Perspectives on math teaching & learning • Break • Inquiry-based teaching & learning • Closing

  13. Inquiry-Based Teaching & Learning • What & Why • When • How

  14. The triangles to the left ARE right triangles, the triangles to the right ARE NOT right triangles. Use this information to define the term “right triangle.” 70º 25º 60º 30º 65º 30º 45º 90º

  15. Measure and label the length of each side of this quadrilateral. Define this figure based on the length of the sides by completing the following statement: • A kite is a quadrilateral that has __________________. • Measure and label each of the four angles formed in this kite. Write the angle measurement in the angle. Explain what you notice. • Draw the diagonals in the kite. Measure each of the four segments that are formed. Write their measurements on the segments. Explain what you notice. • Measure the eight angles formed at each of the four vertices of the kite. Explain what you notice. • Measure the four angles formed where the diagonals intersect. Explain what you notice.

  16. Inquiry-Based Teaching & Learning: What & Why • What is inquiry based learning? • Why might you use it in your classroom?

  17. Inquiry-Based Teaching & Learning: When • Criteriafor considering objectives for guided inquiry: • Patterns • Engaging applications • Independent derivation • Essential concept • Similarities to previous procedures • When YOU feel comfortable with the material!

  18. Inquiry-Based Teaching & Learning: When • When should you use inquiry-based learning? • Sort the objectives in the envelopes into three piles: yes, no, maybe • Be prepared to explain your reasoning • Yes: 2, 5, 7, 12 • Maybe: 3, 6, 8, 9 • No: 1, 4, 10, 11

  19. Inquiry-Based Teaching & Learning: How • Review the two lesson plans on solving equations • Record your thoughts on their similarities and differences in terms of: • Lesson structure • What the teacher does in planning and execution • What the students do • Effects on outcomes

  20. Inquiry-Based Teaching & Learning: How 22

  21. Inquiry-Based Teaching & Learning: How • Review your unit plan. • Choose one objective that you think would be more/just as effectively taught using guided inquiry and 5-E model. • Draft an outline of a guided-inquiry lesson using the 5-E planning template.

  22. Closing • Lingering Questions • Complete Exit Slips

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