PD Teaching Mathematics Effectively For Students of All Abilities

1. PD Teaching Mathematics Effectively For Students of All Abilities By Scott Repicky

2. Our Time Together • Broken into 6 days • 3 hours of PD/day • Focus: • Teaching Mathematics Effectively Through: • Creativity • Investigation • Differentiation • Inclusion

3. Day 1 • Focus • How do we include all students? • What does differentiation mean? • How do we encourage our students’ creativity? • How do we become part of the “learning revolution?” • How does the language we use affect our students? • Videos • Ken Robinson • Aimee Mullins

4. Looking at Education and CreativityTed Talk Sir Ken Robinson • http://www.ted.com/index.php/talks/ken_robinson_says_schools_kill_creativity.html

5. Questions for Discussion • How do we allow students to be creative in mathematics? • In what ways in our classroom, can we prepare our students to be wrong in mathematics? • How can we value the strengths of our students and encourage them? • How can we incorporate the arts in mathematics? • How can we allow students “to move to think” in our classrooms? • Any other ideas from the video?

6. The Learning RevolutionTED Talk Sir Ken Robinson • http://www.ted.com/index.php/talks/sir_ken_robinson_bring_on_the_revolution.html

7. Discussion with the Learning Revolution • How do we go about finding and developing our students’ “natural resources” in mathematics? • How do we disenthrall ourselves from past math practices to initiate new practices? • How can we look at math in a non-linear way? • In our mathematics program, how do we move away from the “fast food” mentality? • How can we in mathematics feed our student’s passions? • How do we create conditions under which our students can flourish in mathematics? • How do we differentiate to help meet our students’ needs? • How is inclusion of students an important part of the learning revolution?

8. The Opportunity For AdversityTED Talk Aimee Mullins • http://www.ted.com/talks/aimee_mullins_the_opportunity_of_adversity.html

9. Discussion Questions • How does our language affect our teaching? • How do we empower our students? • How can we empower our students specifically in mathematics? • How do we help our students adapt to the challenges they will face? • How can we celebrate the adversity our students face? • How can we engage and support our students so they can share their gifts in mathematics? • How do we keep from putting lids on our students’ abilities? • How do we bring out the potential of every child in mathematics?

10. Review of Today • In what ways, can you provide the students with opportunities to be creative with mathematics? • How in your teaching of mathematics can you become a part of what Ken Robinson refers to as the “learning revolution?” • How can you empower your students in their abilities in mathematics and not limit them? • What questions do you have about today’s session?

11. Day 2 • Focus: • Inclusion and Collaboration • Article: “Who Are Our Schools Really For?” • Video: Sugata Mitra

12. Review Previous Session • Answer any questions • Any new thoughts

13. Inclusion Article: Who Are Our Schools Really For? • Protocol: The Final Word • Take 10 minutes to review the article • Choose one idea or topic that stands out • 1st team member shares topic or idea, but makes no other comments • Round robin, each person comments on initial person’s reflection • NO CROSS TALK! • Initial person then has conversation return and they have the Final Word • Repeat pattern all the way around the group

14. Collaboration: Having students work together • Advantages For Students • Rely on each other • Explanation of how and why not just answer • Creative • Learn from one another’s strengths • Challenge each other • Learn team work

15. The Future of Education Dr. Sugata Mitra • http://www.youtube.com/watch?v=Ps8MwyJH8Zo

16. Implications? • What implications does the video have for your own teaching?

17. Putting It Into Practice • In teams of three, work together to find the answer: • Are perimeter, area, and symmetry connected? • Use any resources available • Use other groups

18. Review of Today • In what way can you use inclusion and collaboration to meet your students’ needs? • What possible questions could you ask your students that they could investigate?

19. Day 3 • Focus: • Review last session- collaboration and inclusion • Sharing of other ideas for students to collaborate on • Begin looking at tiered assignments • Video: Skiing and Mathematics • Video: Tiered Assignments

20. Collaboration Follow-Up Activity • Holes, Polar Bears, and Fish • 15 minutes individually • Discussion • 15 minutes collaboratively • Discussion collaboratively vs. individually

21. Tiered Assignments • Comparing Math to Skiing • http://www.viddler.com/explore/dsuarez/videos/2/7.241/

22. The analogy between skiing and mathematics made me think…

23. Tiered Assignments In Practice • Video- VHS Instructional Strategies for the Differentiated Classroom: #3 Tiered Assignments

24. Reaction to the Video • What did you like? • What would you do differently?

25. Follow-Up Activity • Design a lesson with tiers

26. Sharing Lesson Ideas

27. Reflection • What did I learn today? • What do I want to know more about?

28. Day 4 • Focus: • Applying Tiered Assignments • Readiness Differences • Math Is Not Linear

29. Tiered Activity - Super Value Shapes • Three groups • Same activity • Three different levels • Results • Reflection

30. Readiness Differences • Tiered assignments support differences in student readiness • Students progress at different levels • What ways do we approach dealing with readiness differences in our classrooms?

31. Math is Not Linear • http://prezi.com/aww2hjfyil0u/math-is-not-linear/

32. Reactions? • How do we teach math in a non-linear way? • Why would we want to teach this way? • How would it be best for students of all abilities?

33. Putting It In Action • Think of some investigations or research some investigations you can do with your students that would combine different subjects of mathematics.

34. Reflection of Sessions 1-4 • So far, what is your “AHA” moment? • What do you want to know more about? • What questions do you still have?

35. Day 5 • Focus: • Changing Education Paradigms • Universal Design For Learning and Mathematics • Video: Sir Ken Robinson • Video: Universal Design and Universal Design for Learning

36. Changing the Education Paradigms • http://www.youtube.com/watch?v=zDZFcDGpL4U&feature=player_embedded • Sir Ken Robinson discusses changing the ways we teach to engage our students

37. Discussion Ideas • How do we create an engaging, aesthetic experience for our students in mathematics? • What did you think of his views on ADHD? • How do we allow for divergent thinking in mathematics?

38. Universal Design for Learning (UDL) • Principles • Equitable use • Flexible • Simple and intuitive • Perceptible information • Tolerance for error • Low physical effort • Size and space for approach and use

39. Video: Universal Design and Universal Design for Learning • http://udlselfcheck.cast.org/window.php?src=videos

40. Implementing Universal Design For Learning • Go to computer lab and visit this site: • http://iris.peabody.vanderbilt.edu/udl/chalcycle.htm

41. Reflection • What did you learn about UDL? • What works with UDL? • Do you see any problems with UDL?

42. Design a math lesson using UDL • With a partner, follow the attached UDL lesson plan for your class.

43. Share lesson plans • Share your lesson plans with the group • Suggest any ideas for consideration in each lesson

44. Reflection • Why would I want to use UDL? • What questions do you still have about UDL?

45. Day 6 • Final Day’s Focus: • Math Needs a Makeover • Homework • Co-Teaching • Review • Video: Dan Meyers- Math Needs a Makeover

46. Dan Meyer- Math Needs a Makeover • http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html

47. Putting It Into Practice • In pairs, see if you can design an open-ended real world mathematics problem that the students could solve. • How would you have the students go about solving the problem?

48. Sharing ideas

49. Homework • Review homework article by Bambi Betts • Why do we give homework? • What do students get from it? • Do we differentiate with our math homework?

50. Math Homework • Should be: • Engaging • Authentic • Inquiry based • Investigative • Differentiated