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 2 Part 2

2. Standard 2 Module for Mathematics Part 1 – What and Why • Goal 1: What is Standard 2? • Goal 2: What are the indicators for Standard 2? Part 2 – Implications for Mathematics • Goal 3: What activities/instruction in the classroom would provide evidence of this standard? • Goal 4: What specific plans can be designed to implement this standard?

3. NEPF: 5 High Leverage Instructional Standards and Indicators

4. Standard 2: Learning tasks have high cognitive demand for diverse learners

5. NEPF: Evidence Indicators

6. Main sources of evidence include: Mandatory Direct evaluator observation Plus at least one from other sources Other Sources Teacher pre/post conference Lesson plans Student classroom interviews Student work Student feedback (e.g., survey, writing) Teacher notes

7. Demonstrating EvidenceLOOK FORSLISTEN FORS

8. Historically…. ….teachers have used a one-size-fits-all approach to deliver instruction. Every student heard and did the same thing.

9. HE SAYS TEACHING IS LIKE BOWLING OUR TEACHER HAS AN INTERESTING THEORY…. ALL YOU DO IS ROLL THE BALL DOWN THE MIDDLE AND HOPE YOU AFFECT MOST OF THE STUDENTS HE MUST BE A TERRIBLE BOWLER!

10. Animal School • http://www.youtube.com/watch?v=QJeyNywDxPc

12. Today . . . Effective teachers must adjust to address student differences. We must design tasks and implement research-based strategies that motivate all students to learn and maximize student achievement.

13. Learning Pyramid Let’s take a look at research-based strategies that are used in classrooms and see how they affect our students’ memory retention rates.

14. Discussion Teaching Others Lecture Demonstration Audiovisual Reading Practice Doing Using the provided list identify the least effective teaching method and place it at the top of the pyramid. Place the most effective teaching method at the base of the pyramid.

15. Lecture The Learning Pyramid Reading Active Learning Passive Learning Audiovisual Demonstration Discussion Practice Doing Teach Others

16. While the standard is not negotiable, the road to it is.

17. How do we design instructional strategies (learning tasks) in a way that we create high cognitive demand for diverse learners?

18. Small changes may have… great impact on learning!

19. Video PIANO STAIRS • http://search.yahoo.com/search;_ylt=AgI4hVeoMI8XJUFpiba4bU.bvZx4?p=fun+theory&toggle=1&cop=mss&ei=UTF-8&fr=yfp-t-171

21. We can change the way we address . . . • CONTENT: What students learn • PROCESS/ACTIVITIES: Strategies through which students makes sense of understandings and skills • PRODUCTS: How students demonstrate and extend what they have learned • LEARNING ENVIRONMENT: Varied resources and flexible grouping structures

22. Based on the student’s . . . • READINESS: Pace of learning, • dependence on the teacher or independence • INTERESTS: What the students enjoy • LEARNING PROFILE: Learning • preference, multiple intelligence preferences

23. Lecture Let’s Look at Alternative Avenues for Active Learning Reading • Cooperative learning activities • Peer Teaching • Explaining concepts • Projects • Demonstrating solutions Passive Learning Active Learning Audiovisual Demonstration Discussion Practice Doing Teach Others

24. Alternate avenues: • Mix whole group/small group/independent instruction • Use learning modes (auditory, visual kinesthetic) to present content • Create learning centers representing • varied ability groups to reteach ideas • different learning styles • CCSS Mathematical Practices

25. Alternateavenues:(continued) Provide activities that have students… • Identify similarities and differences • Summarize and take notes • Create visual representation • Use cooperative learning • Apply graphic organizers and cues

26. Modify by giving students choice where possible • Journal topics/writing topics • Varied graphic organizers • Working alone or together • Tiered assignments/assessment • Centers/stations • Projects • Student presentations • Games

27. Explore specific activities that allow choices: • Menus • Tic Tac Toe • RAFT • Jigsaws • . . . • See Resources List

28. “Traditional” Given conditions Unique Strategy Unique solution “Open Middled” Given conditions Various Strategies Unique solution “Open ended” Given conditions Various Strategies Various solutions

29. Rewriting Questions • A total of thirteen bicycles and tricycles traveled past my window today. Together they had a total of 31 wheels. How many were bicycles and how many were tricycles? • I saw at least one bicycle and at least one tricycle travel past my window today. I saw 31 wheels altogether. What are some combinations of vehicles that might have passed by my window?

30. Rewriting Questions Jack bought these items at the grocery store: 1 loaf of bread for $1.26, 2 pounds of apples at $0.59 per pound, and 3 cans of cat food for $0.33 per can. How much did the purchase cost? Jack needs bread, apples, and cat food. Bread costs $1.26 per loaf, apples cost $0.59 per pound, and cat food costs $0.33 per can. Jack only has $10.00. What are some combinations of purchases that Jack can make?

31. 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Nevada Academic Content Standards include the Standards for Mathematical Practice

32. Resources for NEPF Standard 2can be found at www.rpdp.net Math > High School or Middle School

33. Take a moment… Think of one change you could make that would incorporate more “Active Learning”.

34. For additional NEPF resources rpdp.net Select NEPF