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Why?

Why?. Improve student mathematics scores Provide teachers with the beliefs, skills, and materials needed to make the change. What? Laying the Foundation. Philosophy: (Beliefs) Mastery Learning (Less is More) (David Coleman) Concrete, Semi-Concrete, Abstract

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  1. Why? • Improve student mathematics scores • Provide teachers with the beliefs, skills, and materials needed to make the change.

  2. What?Laying the Foundation • Philosophy: (Beliefs) • Mastery Learning (Less is More) (David Coleman) • Concrete, Semi-Concrete, Abstract • Within a genuine context (meaningful) • Constructivist—Discovery Learning • Using Mistakes as teaching points • Multiple Avenues to get to the same place

  3. What?Skills—Mastery Learning • Tracking • Pre and Post Tests • Formative and Summative Assessments • Individualized Instruction • Computerized • Small group rotation model • Curriculum Compacting

  4. What—Teaching Methods? • Instructional sequence • Direct Instruction, Guided Practice, Independent Practice • Instructional Content • 3 Concrete, 3 semi-concrete, then abstract for all grade levels

  5. What—Teaching Context? • Genuine Context • School and home application • Useful extensions • Constructivism • Each student given the opportunity to come to discovery on their own.

  6. What--Content • Basic Facts (Fluency) • Concepts • Problem-Solving • High-level understanding • Algorithms and Multiple Paths—set of instructions to describe a process. (i.e., adding fractions)

  7. How--Philosophy • Constructivist Math • Marilyn Burns http://mathsolutions.com/ • Other? • Contextualized Math • Connected Math http://www.phschool.com/cmp2/ • Grades 6-8 • Needs supplemental with problem-solving • Authentic Needs • Playground refurbishing • Cooking • Opportunities at home and school

  8. How—Recommended sources • Ma. L. Knowing and Teaching Elementary mathematics: Teachers' Understanding of Fundamental mathematics in China and the United States.  1999.  New York: Routledge. • Elementary mathematics for Teachers.  Parker & Baldridge • http://www.singaporemath.com/Elementary_Mathematics_for_Teachers_p/emft.htm

  9. How? • Mastery Learning--Tracking • Core Content—What to use? • GA-Cumberland Tests? www.flconfcurriculum.wikispaces.com • Common Core Standards? http://www.corestandards.org/the-standards/mathematics/grade-1/operations-and-algebraic-thinking/ • Less is More: http://www.usatoday.com/news/education/2008-03-13-math-panel_n.htm • GA-Cumberland Key Learning Tests • Pre (Use previous year at beginning of school year) • Post (Use current year at end of school year) • Accountability factor? Form from GA-Cumb • Submit on wiki? • Progress Monitoring • Sprints. Differentiated Math timed tests from Singapore math • Monitoring Basic Skills Progress by Lynn S. Fuchs, Carol L. Hamlett, Douglas Fuchs • 2 minutes for concepts (second grade) • 8 minutes for applications (second grade) • New DIBELS tests (Math section)

  10. How? • Individualized Math Content to move forward from baseline (What level is this on: concrete, semi-concrete, abstract? Implications?) • Khan Academy www.khanacademy.com • Appropriate grade levels? • ST Math http://www.mindresearch.net/ • Cost prohibitive? • Conference-wide initiative? • Pilot schools first? • IXL http://www.ixl.com/math/ • Comparison with Khan • Venn Diagram for grade levels • Effectiveness compared to Khan • Fluency Practice for Math Facts • Program recommended by Dream Lake Elementary? • Also necessitates keyboard training • Free online programs? Must include timing, tracking element for fluency • Accelerated Math?

  11. How—Conceptual Understanding • Algebra • Hands-on-Equations www.borenson.com • 4-8 initiative • Problem-solving • Singapore strategies www.singapore.com • 1-4 initiative to begin? • Break up into K-2 and 3-4? • Instructional strategies • Concrete, semi-concrete, abstract Mercer and Mercer • Direct, GP, IP, taped sessions from FL Conf teachers

  12. What If? • How can we perpetuate the model when the Fl Conf hires about 35 new teachers each year? • Online modules with links to resources and video-taped presentations? • Tracking system for teachers? • Professional Portfolios in classroom? • All teachers trained to understand math up to grade 8?

  13. Next • Assignments: • Anna and Valmae: Fluency and Progress Mon. • Debbie: ST Math • Kari and Stephen: Khan Academy vs. IXL math • James: Authentic Math, Connected Math, read about Constructivism in teaching math (See: Marilyn Burns) • Claudette and Frances: Math Rotations • Sandy: Tracking and Core Body of Material • Almibar: Call Southern Math Dept and make some connections with professors to see how we might work with them as a team • Next meeting: Math Webinar, August 1, 2 – 4 p.m. • Fall Inservices: To plan during next webinar

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