“ Components of an Effective Mathematics Classroom”

1. “Components of an Effective Mathematics Classroom” Capacity Development and School Reform Accountability Dale Carothers, Mathematics Specialist Altoria Henley, Mathematics Specialist

2. Our Group Expectations: • Silence cell phones. • Participate and share. • Listen with an open mind. • Ask questions. • Work toward solutions. • Use time effectively.

3. Session Goals • Teachers will understand how to optimize instructional time by learning how to use the components of an effective classroom. • Teachers will be able to plan how to adapt the components of an effective classroom in their school setting.

4. Session Outcomes Components of an Effective Mathematics Classroom • Focus on Curriculum • Identify the Sunshine State Standards Strands and Content Objective • Focus on Instruction • Focus on the Learner • Focus on Classroom Environment • Evidence of different learning styles being met

5. FCIM Plan – Do – Check – Act (PDCA) Cycle 5

6. Plan Applying FCIM to School-based processes for Data-Driven Results PLAN: Design or revise the mathematics learning process components to improve results DO: Implement the plan and measure its performance CHECK: Assess the measurements and share the results with stakeholders ACT: Decide on changes needed to improve the mathematics learning process

7. Opening Activity What is your perspective of an effective classroom? 1.Journal it. 2. After your journal writing, write a strategy on a sticky for each chart.

8. Classroom Learning environment Components of a Model Classroom

9. Focus on Curriculum Ask yourself is the following evident, not evident, or unable to determine. • What is the learning objective for lesson? • Is the learning objective(s) evident to students? • Is the learning objective grade level appropriate?

10. Identifying the Sunshine State Standards Strands for Teacher and Students • Number Sense, Concepts, Operations • Measurements • Geometry and Spatial Sense • Algebraic Thinking • Data Analysis and Probability

11. Focus on Instruction • Identify instructional practices • Identify grouping format • Identify research-based instructional strategies • Focus on the learner • Focus on Classroom Environment

12. Focus on Instruction Identify the instructional practices used during instruction.

13. Grouping Format • Whole Group • Small Group • Paired • Individual

14. Focus on Learner • Student Actions • Instructional Materials • Level of Student Work • Level of Class Engagement

15. Student ActionsWhat are your students doing? • Listening • Reading • Speaking • Working with hands-on manipulatives • Writing in journal

16. Let’s Talk!

17. Instructional Materials Easily Accessible

18. Level of Student WorkBloom’s Taxonomy

19. Depth of Knowledge & Complexity Level“Knowledge Sort Activity”

20. DOK & Complexity LevelKey Words / Tasks

21. Level of Engagement

22. Focus on Environment • Materials are available • Models/exemplars of quality student work • Routines and procedures are evident. • Scoring rubrics are displayed/provided. • Students interact with classroom environment. • Student Success Walls and Word Walls

24. Word Wall Purpose • A word wall is a systematically organized collection of words displayed in large letters on a wall in the classroom (Cunningham,1995). • Word walls serve many purposes. Teachers can use them to facilitate word analysis; provide models of commonly misspelled words; or to build vocabulary for a unit of study.

25. “Education Not DecorationDr. Darla Shaw, Coordinator of Graduate Reading, Western Connecticut State University • It’s no longer enough for classroom walls to be attractive.” • “A working word wall, if developed properly, can bring real life to a classroom.” • “Children who learn in a classroom with a working word wall, have a distinct advantage over students who don’t have such a resource in their room.”

26. Word walls need to… Type of Word Walls • High frequency mathematics words • Common patterns, phrases related to signs and symbols • Content Specific • Math Genres • Reinforcement of current skills and concepts • be specific to the math content being studied. • be connected to words with their visual cues. • be arranged by strands, topics or categories. • be student interactive.

27. Floor Plan • All classroom areas should be visible to the teacher. • Designate whole, small and independent student work areas. • Determine the technology area and the number of students per computer. • Make sure that portfolios, assessments and math centers are accessible to students.

28. Mathematics Classroom • Floor plan will depend on the grade level you are teaching. (It should maximize classroom space and focus on student instruction.) • Instructional and purposeful visual aids are key components of an effective classroom. (Curriculum focused word walls, math content charts and math center activities)

29. Mathematics Word Wall

30. Working Word Wall

31. The Language IN MathematicsStrategies for Developing Mathematics Vocabulary

32. Helping students become independent learners is an important goal Connecting Mathematics strategies to high student achievement. Activity #2

33. Evidence of Different Learning Styles Needs Being Met • Rotational Model • Small Group Instructions • Step by Step Handouts • Visual Representations of Content • Language Translations • Computer Instruction

34. Research –Based Instructional Strategies for Interventions

35. Research states the following interventions are found to be effective…

36. Research –Based Instructional Strategies for Interventions • Scaffolding Instruction • Concrete-Representation-Abstract Instruction • Direct/Explicit Instruction • Verbalization while problem solving • 5 Step Process to Solving Problems • DRAW Strategy • STAR Strategy • Teaching Skills to Mastery • Metacognitive Strategies

37. Exploration Activity • Each group will have an intervention strategy with a description. • Create a lesson using the strategy on your description card.

38. Technology com. • Destination Math • FCAT Explorer • Florida Achieves • Gizmos • Learning Village • Nettrekker (Learning Village) • Brain Pop

39. Print Rich Environment “The moment one steps foot inside a classroom one can usually tell what is important to the teacher in terms of the type of working literacy (Mathematical) environment he or she sets up for the students.” P-Child

40. Elements of a Print Rich Environment • Word Walls • Bulletin Board Displays • Graphic Organizers • Mathematics Vocabulary • Student Generated Work • Classroom Libraries • Mathematics Work Stations

41. A Print-Rich Environment Doesn’t Contain: • Coloring Worksheets • Unrelated Math Worksheets • Puzzles and games that doesn’t relate to the curriculum. • Stale word walls • Words on every object in the room

42. Suggestions from Marzano 1.Present explanation or description of words 2. 5-7 Vocabulary Words per Unit of Study 3. Present pictorial examples 4. Students generate explanations or descriptions 5. Students create pictorial examples 6.Frequently, ask students to review words in their own explanations, definitions, and/or examples

43. What should students know & be able to do? • Define • Pronounce • Give examples • Use in Writing (Short & Extended Responses) • Use verbally • Recognize as sight words • Identify in real-life • Compare/contrast • Visualize • Integrate

44. Instructional Strategies for Vocabulary Development Techniques from Supplemental Education Instruction (SEI) • Frayer Model • Graphic Organizers • Math Journals • Math Word Banks • Bingo/Wordo

45. Techniques from SEI • Sing or Chant words • Use physical gesture and/or act out • Make up gestures • Act it out & Verbalize • Verbalize & Act it out • Illustrate words • Create posters using student representations • Systematic Review Activities

46. Charts That Support Learning Functional Charts Anchor Charts • Teacher-created • Procedural information • Schedules • Rubrics • Rotational • Co-authored • Reinforce concept learning • Visual reminders of incidental learning • Teaching tool

47. Some samples of anchor charts… What types of math anchor charts could be used in your content area? Create your own.

48. Frayer Model Video • Frayer Model Instructional Video • Activity #1 • Graphic Organizer Video • Activity #2

49. Word Sort Activity There are two types of word sorts: closed and open. 1. In closed word sorts the teacher defines the process for categorizing the words. This requires students to engage in critical thinking as they examine sight vocabulary, corresponding concepts, or word structure. 2. In open word sorts the students determine how to categorize the words, thereby becoming involved in an active manipulation of words.

50. Mathematics is a Language Math vocabulary development is an essential piece of language instruction when teaching mathematics in the classroom.