Webinar #3: Teaching With Learning Stations - asdn. Strategies ... Establishing clear goals that articulate the mathematics that students are ... Environment - contd

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  • Webinar #3: Teaching With Learning Stations

    ASDN Growth Mindset & Math Routines to Reach ALL learners

    Bobbi Jo Erb, bobbijoerb@icloud.com

    1

  • Instruction Curriculum Environment Learner

    ICEL:Key Domains of Learning

    2

  • Evidence-Based Practices

    Visible Learning Research

    www.nctm.org

    www.mathedleadership.org

    3

  • Focus on Math Identity & Growth Mindset

    Teacher Clarity

    Metacognitive Strategies (Think Alouds)

    Talk/Discourse

    Multiple Representations

    Components of Effective Routines

    From Last Time:

    4

  • Effective Math Teaching Practices Establish mathematics goals to focus learning. Implement tasks that promote reasoning and

    problem solving. Use and connect mathematical representations. Facilitate meaningful mathematical discourse. Pose purposeful questions. Build procedural fluency from conceptual

    understanding. Support productive struggle in learning mathematics. Elicit and use evidence of student thinking.

    NCTM Principles to Actions: Ensuring Mathematical Success For All, 2014

    5

  • Think - (Pair)- Share

    THINK: Which of the following actions are most characteristic of your teaching? Which are least characteristic?

    1minofpersonal reasoningtime

    6

  • Establish Goals to Focus Learning

    1. Establishing clear goals that articulate the mathematics that students are learning as a result of instruction in a lesson, over a series of lessons, or throughout a unit.

    2. Identifying how the goals fit within a mathematics learning progression.

    TheseareTeacherActions

    7

  • Establish Goals to Focus Learning

    3. Discussing and referring to the mathematical purpose and goal of a lesson during instruction to ensure that students understand how the current work contributes to their learning.

    4. Using the mathematics goals to guide lesson planning and reflection and to make in-the-moment decisions during instruction.

    TheseareTeacherActions

    8

  • Think - (Pair)- Share

    SHARE: A successful strategy you use to establish math goals to focus learning.

    1minofpersonal reasoningtime

    9

  • Think - (Pair)- Share

    THINK: Which of the following actions are most characteristic of your teaching? Which are least characteristic?

    1minofpersonal reasoningtime

    10

  • Use and Connect Math Representations

    Selecting tasks that allow students to decide which representations to use in making sense of the problems.

    Allocating substantial instructional time for students to use, discuss, and make connections among representations.

    Introducing forms of representations that can be useful to students.

    TheseareTeacherActions

    11

  • Use and Connect Math Representations

    Asking students to make math drawings or use other visual supports to explain and justify their reasoning.

    Focusing students attention on the structure or essential features of mathematical ideas that appear, regardless of the representation.

    Designing ways to elicit and assess students abilities to use representations meaningfully to solve problems.

    TheseareTeacherActions

    12

  • Think - (Pair)- Share

    SHARE: Something you do to use and connect mathematical representations.

    1minofpersonal reasoningtime

    13

  • Instruction Curriculum Environment Learner

    ICEL:Key Domains of Learning

    14

  • All students should have the opportunity to receive high-quality mathematics instruction, learn challenging grade-level content, and receive the support necessary to be successful. NCTM Position paper on Closing the Opportunity Gap in Mathematics Education

    Access to Grade Level Content

    15

  • Curriculum

    Major Areas of Work for each grade level

    Learning Progressions in the AK Math Standards

    Fluency ExpectationsFocus on strategies

    16

  • Alaska Math Standards

    +/- /

    Major Areas of Work at Grade Level

    17

  • Think - (Pair)- Share

    THINK: What concept are you currently teaching? How does that fit in the preK-12 learning progression?

    SHARE: The grade you teach and a pre-requisite skill you need your students to know for this current concept.

    1minofpersonal reasoningtime

    18

  • Instructional Focus Cluster Worksheet

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  • Instructional Focus Cluster Worksheet

    https://education.alaska.gov/standards/teachertoolbox

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  • Instructional Focus Cluster Worksheet

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  • Instructional Focus Cluster Worksheet

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  • Focus by Grade Level (K-8)

    Achievethecore.org; Focus By Grade Level

    23

  • Learning Progression Example

    Kindergarten:

    Numbers 11-19 as 10 ones and some more ones

    1st Grade:

    Expand to all 2-digit numbers.

    Ten is a bundle of 10 ones

    2-digits represent amount of tens & ones

    2nd Grade:Expand to all 3-

    digit numbers.Hundred is a

    bundle of 10 tens3-digits

    represent amount of hundreds, tens, & ones

    24

  • Learning Progression Example

    3rd Grade:

    Develop understanding of fractions as numbers

    4th Grade:

    Fraction equivalence and ordering

    Build fractions from unit fractions

    Add/Subtract fractions w/like denominators

    5th Grade:Use equivalent

    fractions as a strategy to add and subtract fractions

    Multiply fractions and divide whole #s by fractions

    2nd grade:.Partitioncirclesandrectanglesintoshares,describethesharesusingthewordshalves,thirds,halfof,athirdof,etc.,anddescribethewholeastwohalves,threethirds,fourfourths.Recognizethatequalsharesofidenticalwholesneednothavethesameshape.

    6th grade:Interpretandcomputequotientsoffractions,andsolvewordproblemsinvolvingdivisionoffractionsbyfractions(e.g.,byusingvisualfractionmodelsandequationstorepresenttheproblem).

    25

  • AkPLN:Teaching Channel Learning Pathways

    26

  • Theelementary mathlearningplansincludeplansthatdiscussComposing&Decomposing,BuildingConceptualUnderstandingofFractionsandProblemSolving&NumberTalkswithFractions.

  • Therearealsosecondary mathlearningplansthathelpwithtransitioningtoteachinggeometrywithTransformationsandusingworkedproblemstoteachAlgebra.AllofthelearningplansincludecurrentresearchonbestpracticesandmeetingtherigorofthestandardsinAlaskaclassrooms.

  • Think - (Pair)- Share

    SHARE: A resource you use to learn more about the learning progression for a topic you are teaching

    1minofpersonal reasoningtime

    29

  • Required Fluencies K-4

    30

  • Required Fluencies 5-8

    31

  • Focus on Strategies(& Connections)

    Multiple Representations

    Context-Concrete-Pictorial-Abstract

    Use place value, composing/decomposing, properties of operations

    Finding 1 more or 1 less; 10 more/10 less; 100 more/100 less, etc

    Everything is based on a unit; other values are composed or decomposed from that unit

    Problem Situation types: add-to, take-from, put-together, take-apart, compare, ...

    PlaceValue strategiesComposing/decomposingincludesmakingten,makingfriendlynumbers,etc

    32

  • Addition & Subtraction Situations

    33

  • Addition & Subtraction Situations

    34

  • Multiplication & Division Situations

    35

  • Multiplication & Division Situations

    36

  • Instruction Curriculum Environment Learner

    ICEL:Key Domains of Learning

    37

  • Think - (Pair)- Share

    What experience(s) do you have with teaching math using centers?

    What are the successes?What are the challenges?

    1minofpersonal reasoningtime

    38

  • Environment

    Self-Access Materials:Make sure everything is well labeled

    and organized.The materials should reflect the needs

    and interests of the students in your class. (Focus on engaging students.)

    Have activities, intellectual games available for the students who routinely finish early and need stimulation.

    TeacherClarity hasaneffectsizeof0.75;instructionalmovesateachermakesfromcarefullyplanningalessontomakinglearningintentionscleartoconsistentlyevaluatingstudentprogressinlearningSelfreportedgrades/studentexpectations 1.44effectsize

    39

  • Environment - contd

    Learning Space for groups and movement between groups

    Clear ExpectationsEstablished Routines & Times

    TeacherClarity hasaneffectsizeof0.75;instructionalmovesateachermakesfromcarefullyplanningalessontomakinglearningintentionscleartoconsistentlyevaluatingstudentprogressinlearningSelfreportedgrades/studentexpectations 1.44effectsize

    40

  • Clear Expectations

    Teach overall expectations for the classroom

    Explain what learning stations will look like for students: Rotate through 4 stations, 10-15

    mins each Different task to complete at each

    station: Fluency builder, Concept builder, Teacher guided, Independent work

    Introduce one station at a time as a whole group

    Introduceonestationatatimetothewholegroup:ExplainthepurposeofthestationtostudentsHaveafewstudentsmodelwhattodoatthestationHavestudentsbrainstormpositiveexpectationsforbehavioratthestation(i.e.Taketurns,Playfairly,Cleanupmaterials,Getstartedrightaway,Play/workthewholetime,etc)

    41

  • 4 Learning Stations

    Teacher GuidedIndependent Practice (Seat

    Work) OR Additional Time with Teacher

    Concept BuilderFluency Builder

    42

  • Teacher Guided

    Direct Instruction; ON GRADE LEVEL

    Teach the main lesson/content for the day

    I Do portion plus maybe some of the We Do

    Teacherguidedexs:EDM TeachingtheLesson,GoMath! unlocktheproblem,EurekaMath ConceptDevelopment,BigIdeas ActivitiesonDay1orExamplesonDay2

    43

  • Independent Work (Seat Work)

    Independent/Partner Activity

    Reinforces & Continues the lesson

    Some students might need additional time with the teacher or enrichment

    SeatWork:EDM IndependentActivity,completingjournalpages,GoMath! Share&Show,OnYourOwn,Eureka

    44

  • Fluency Builder

    Gives students practice in needed skills so they can gain: flexibility, efficiency & accuracy

    Could be on-grade level or reach back

    Fluency:card/dicegames,practiceofconcepts/skillsstudentshavealreadylearnedEDM:OngoingLearning&Practice,MathBoxes,MountainMath;Eureka

    FluencyPractice,BigIdeas Practice&ProblemSolvingoronyourown;GoMath!FluencyBuilderatbeginningoflessoninTEorPracticeGamesfromGrab&Gokits

    45

  • Concept Builder

    Demonstration/Manipulatives/Modeling the Concept

    Reinforces or extends the core concept

    Could introduce or prime students for the lesson

    ConceptBuilder:EstablishsomestructuresthatareusedthroughouttheyearEDM canbefoundinDifferentiationOptionsactivitiesoruseMathMessageifit

    comesbeforeTeacherguided:Eureka ApplicationProblems,BigIdeas RealLifeApplicationsorTakingMathDeeper;GoMath! RTI/ELL/EnrichOptionsunderDifferentiatedInstructionActivitiesorReteachguide

    46

  • A Possible Schedule

    47

  • A Possible Schedule

    48

  • 49

  • Instruction Curriculum Environment Learner

    ICEL:Key Domains of Learning

    50

  • Learner Know your students

    Assess the students performance levels as soon as possible.

    Pay attention to how students learn.Watch for areas of strength and areas of

    weakness in understanding.Observe how students interact with each

    other.

    Identify students who might be leaders/guides

    Flexible Grouping

    51

  • Questions?

    bobbijoerb@icloud.com

    52

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