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TAL – Binder Project Big Idea 2 R igid Motion and Congruency S haring s tudent work

TAL – Binder Project Big Idea 2 R igid Motion and Congruency S haring s tudent work. Beth Schefelker Melissa Hedges Judy Winn. Using a student work protocol. Working in groups of 3. Select one topic rigid motion or congruency to discuss. Share the CABS you gave.

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TAL – Binder Project Big Idea 2 R igid Motion and Congruency S haring s tudent work

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  1. TAL – Binder Project Big Idea 2Rigid Motion and CongruencySharing student work Beth Schefelker Melissa Hedges Judy Winn

  2. Using a student work protocol • Working in groups of 3. Select one topic rigid motion or congruency to discuss. • Share the CABS you gave. • Each group member selects 3-6 pieces of student work. • Focus on one set of student work. Pass the papers around the table. • Discuss misconceptions/understandings that surfaced. • Use a table sticky note to record the table conversations for each pack of student work.

  3. Sharing Out with the Class • Think about the discussion from each set of student work… • What theme surfaced as you looked at the same mathematical idea? • What surprised you? • What discussions did you have as you analyzed work from students who struggle in your math classroom

  4. Impact of your discussion: Tracing the idea in your text • In what way will this information help you think deeply about the lessons in your text? • How will it provide you with information for adjusting instruction? • How will it provide you with information for differentiating the key lessons? Moving from the concrete to the abstract experiences?

  5. Binder Project: Big Idea 2 see syllabus pg. 5 • Project due May 17th • Part 1: As a Learner of Mathematics • Part 2: Student CABS • rigid motion and congruency • Part 3A: Critiquing the lessons • Part 3B: Suggestions for instruction • Part 3C: Critiquing the suggestions offered for Differentiation

  6. Reminder: Tricky TrianglesSee pg. 6 in syllabus • Final data presentation and write-up • Due April 26 • Re-administer the tricky triangle assessment • Examine the new data identifying change from fall to spring. • Compare the performance of students with and without disabilities.

  7. April 26 • Be prepared to share: • 1. Change in data results • 2. Identify lessons/instructional opportunities that shifted student thinking.

  8. Completed Tricky Triangle Project: Due April 26 1. Completed log of tricky triangle instruction. 2. 2-page write-up reflecting on the project. • student changes from fall to spring • (refer to van Hiele levels) • key instructional tasks/strategies you implemented and ideas for differentiation • lessons learned as a teacher of mathematics while you focused on this topic • Lessons learned on collaboration.

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