Setting the Focus of TAL

We are learning to…◦ Develop a common understanding of the word

intervention.

We will be successful when we…◦ Make connections from our previous work in Math

Alliance and explain how that supports intervention ideas.

Think of a student in your class who you would define as “successful” in mathematics?What characteristics do you see in that student?

Think of a student in your class who you would define as “unsuccessful” mathematics?What characteristics do you see in that student?

Reasons why you think (or have discovered) some students are not successful as successful as others?

Intervention – What is your definition of Intervention

Read Chapter 2 The Landscape of Learning: A Framework for Intervention

◦ How does the information in the chapter connect to what we’ve been doing in Math Alliance?

◦ What are two ideas you connected with as you read the chapter?

◦ What’s the message the author is asking us to think about when it comes to Interventions?

Share out with your table groupHow does this affect your own definition of intervention?

Read the draft position paper from NCTM (National Council of Teachers of Mathematics)

What is the Council’s position onIntervention?

Identify their key components Discuss them with your table group do

you agree or disagree

In what way does this position on intervention effect your definition?

Use the set of cards at your table.1.Pull out a card, read the idea. 2.Discuss the idea – make sure everyone at

the table is clear on what it is or means. 3.Develop an example to clarify it.4.Decide if the card is a strategy, a big idea,

or a type of mathematical modeling.

5.Use the note taking sheet to help you keep track of your conversation.

Representations:Models for Thinking

Strengthening the ability to move between and among representations improves the growth of children’s conceptual understanding.

Vandewalle, J. Elementary and Middle School Mathematics Teaching Developmentally. Pearson Education, 2007.

.

pictures

manipulativemodels

Real-worldsituations

writtensymbols

oral language

Concrete The “doing” stage using concrete objects to model problems

Representational - The “seeing” stage using representations of the objects to model problems

Abstract - The “symbolic” stage using abstract symbols to model problems

Research-based studies show that students who use concrete materials develop more precise and more comprehensive mental representations, often show more motivation and on-task behavior, understand mathematical ideas, and better apply these ideas to life situations

(Harrison & Harrison, 1986; Suydam & Higgins, 1977).

Capturing Intelligence…we must find ways to structure subject

matter so as to enable learners to get their thoughts about it. We must take those thoughts seriously and set out helping students pursue them in greater depth and breadth. This is the way to capture the intelligence of our students.

E. Duckworth, 1996

Should promote all aspects of mathematics proficiency in an intertwined manner.◦ CMF

Teaching and learning principles apply to all children “students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge” p. 20 PPSM

Instructional tools such as activities, manipulatives, group work, and calculators must be used carefully and reflectively

Instruction should be based on a child’s individual pattern of informal and formal mathematical strengths and weaknesses.

Teaching All LearnersRevisiting – Big Ideas, Strategies and Mathamatical

ModelsFocusing on Assessment Deepening understanding about math instruction

as intervention Exploring the CCSS and it’s connection to student

learning.

Leadership – Deepening understanding of collaboration models and skills.