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Secondary Mathematics

Secondary Mathematics. Introductions Secondary Mathematics. Presenter and campus/work location. Norms. Be constructively engaged. Share your best thinking. Listen actively. Assume positive intent. Model the attitude of a life-long learner. Take care of your needs. Enjoy the Day!.

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Secondary Mathematics

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  1. Secondary Mathematics

  2. Introductions Secondary Mathematics • Presenter and campus/work location

  3. Norms • Be constructively engaged. • Share your best thinking. • Listen actively. Assume positive intent. • Model the attitude of a life-long learner. • Take care of your needs. Enjoy the Day!

  4. Today’s Goals Teachers will examine critical features and enhancements of the HISD curriculum documents. use the HISD curriculum to identify assessment FOR learning opportunities (formative assessments) and discuss effective use in their classrooms. use the enhanced HISD Curriculum documents to plan effective and aligned instruction to meet diverse student needs. 4

  5. Graphic Organizer forPersonal Goal Setting and Feedback  In the pre-assessment column, rate your current level of understanding regarding the purpose and use of HAPG components using 1 – 4 scale: • No knowledge of this or its use • Heard of it but don’t know much about it • Familiar with this and use it from time to time • Very familiar with this component and use it frequently for planning and instruction 5

  6. Recording Data 6

  7. Goal Setting  • Reflect on the Graphic Organizer. • Use Think-Pair-Share to share at least one personal strength and one growth opportunity related to the HISD Curriculum. • Based on your reflection, write at least one learning goal for your work today. 7

  8. Critical Features and Enhancements of the HAPGs

  9. Enhanced ComponentsFor 2009-2010 • Key Concepts/Key Skills • ELPS • Formative Assessments • Essential Understandings • Guiding Questions • Literacy Leads the Way Strategies • Renzulli Learning 9

  10. Key Concepts / Key Skills • Concepts share common attributes, and are timeless, universal, abstract, and broad. • Skills represent processes that increase the ability to use knowledge effectively and to apply learning in everyday life. 10

  11. Key concepts are the “big ideas” for this unit. Critical content is a list of the key skills covered in this unit. 11

  12. English Language Proficiency Standards (ELPS) Purpose Make content comprehensible by Pairing content and language objectives Addressing students’ language levels Building academic language  12

  13. Student expectations categories Learning Strategies Listening, Speaking, Reading, Writing English Language Proficiency Standards (ELPS) 13

  14. English Language Proficiency Standards (ELPS) ELPS correlations will be denoted by inserting the ELPS icon immediately underneath the HISD Objective with corresponding ELPS objectives. 14 14

  15. English Language Proficiency Standards (ELPS) 15

  16. ELPS Correlation Practice Choose an objective from the HAPG withan ELPS correlation. Read the instructional considerations and strategies columns. Using the ELPS handout, identify other ELPS objectives that might connect to this HISD objective. Use a Think-Aloud to explain your reasoning. 16

  17. Formative Assessments Formative assessments represent an ongoing process in which teachers use multiple examples of student work to: • monitor and adjust instruction • provide feedback for students • measure the extent to which students have made progress toward a learning target 17

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  19. Essential Understandings EUs contain two or more concepts stated as a relationship that transfers to other situations, through time and across cultures. EUs reflect the deeper understandings associated with specific factual content. EUs can be tested against and supported by facts. 19

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  21. Guiding Questions Guiding questions engage student thinking at the analysis level or higher and facilitate students’ thinking towards the Essential Understandings. 21

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  23. Literacy Leads the Way (LLTW)  23

  24. Literacy Leads the Way 10 Best Practice Strategies KWL Think-Pair-Share Frayer Model Summary Frames Two-Column Notes Rubrics Think-Aloud RAFT Anticipation Guide Graphic Organizers  24

  25. Literacy Leads the Way 10 Best Practice Strategies Same across all content areas for student mastery Aligned to Marzano’s categories Linked to a page entitled: “Literacy Leads the Way Best Practices including Accommodations for English Language Learners” 25

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  27. LLTW Strategies with ELL Accommodations 27

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  29. Math Resources • Standard Resources: • Texteams Modules • Middle/High School Assessments from UT Dana Center • Region IV Rubrics • Graphic Organizer Templates including Problem Solving Mat

  30. Math Resources • Middle school: • Neufeld Understanding Math Software • Math Toolkit Activities from UT Dana Center • Laying the Foundation • High school: • Math Toolkit Activities from UT Dana Center • Laying the Foundation

  31. Renzulli http://renzullilearning.com 32

  32. Review Enhanced Components Using Two-Column Notes  • Learning Focus • ELPS/CSLAEKS • Formative Assessments • Essential Understandings/Guiding Questions • Literacy Leads the Way Strategies • Resources 33

  33. AssessmentAssessment FOR LearningAssessment OF Learning 34

  34. Define “Assessment”Using Frayer Models  35

  35. Research behind Formative Assessments: Research indicates that formative assessment can significantly improve student learning. Yet this same research shows that the features of formative assessment that affect student achievement are missing from many classrooms (Black et al., 2003). Black, P., C. Harrison, C. Lee, B. Marshall, and D. Wiliam. Assessment for Learning. New York: Open Univ. Press, 2003. 36

  36. Formative Assessment  37

  37. Summary Frame The purpose of Formative Assessment (Assessment FOR Learning) is to _______.The purpose of Summative Assessment (Assessment OF Learning) is to _______. Formative and Summative Assessment are alike in that they both _______. 38

  38. Instruction Using the HAPG for Effective Lesson Planning 39

  39. Curriculum, Instruction, and Assessment Planning

  40. Schema for Lesson Planning  • Goal Learning Focus, HISD Objectives, Critical Content • Access prior knowledge Instructional Considerations (Prerequisite Knowledge/Background Knowledge of Students) and Instructional Strategies • New information Instructional Considerations and/or Strategies and Resources • Apply Knowledge Instructional Considerations and/or Strategies and Resources • Generalize Essential Understandings/Guiding Questions and Assessment 41

  41. Lesson Planning Regroup into grade level/course content groups. Complete the “Lesson Planning Template” using the HAPG your group has chosen. Transfer your answers to chart paper and post on the wall for a gallery walk.  42

  42. Graphic Organizer forPersonal Goal Setting and Feedback  In the Post-assessment column, rate your current level of understanding regarding the purpose and use of HAPG components using 1 – 4 scale: • No knowledge of this or its use • Heard of it but don’t know much about it • Familiar with this and use it from time to time • Very familiar with this component and use it frequently for planning and instruction 43

  43. Links to Department Websites www.houstonisd.org/portal/site/Curriculum Literacy Commitments and LLTW website CCAP; district CBA information; TAKS Curriculum Documents; Power Objectives; Links to TEA 44

  44. Feedback in CLEAR Online HAPG Feedback Form Complete and submit 45

  45. We want to hear from you. You will be receiving a survey. Please respond. Thank You! 46

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