Educator Effectiveness Academy Summer 2012

Day 2

EDUCATOR EFFECTIVENESS ACADEMY SUMMER 2012

WelcomeMathematics

Educators

How many miles did you drive to get here today?A. 5 miles or less

B. Between 5 and 15 miles

C. 15 to 25 miles

D. Over 25 miles

How many years of teaching experience do you have?A. 1-5 years

B. 6-10 years

C. 11-15 years

D. Over 15 years

Which of these describes your favorite vacation?A. Action and adventure

B. Laying on a beach and reading a book

C. Sightseeing

D. Visiting family and friends

OUTCOMES The participants will:

analyze an MSDE lesson plan to determine how UDL and the Standards for Mathematical Practice are addressed.

develop an understanding of the terms “Practice Forward Task” and “Integrative Task.”

watch a demonstration of the Curriculum Management System.

clarify their understanding of the EEA Project requirements.

WARM UP

OutcomeThe participants will make a list of the pieces of information that should be included in a lesson plan.

WARM UP

Rally TableWhat information would you include in a lesson plan?

MSDE LESSON PLAN

3 Categories

• Background Information• Learning Experience• Supporting Information

MSDE Lesson Plan Components

Background Information

• Content/Course• Unit• Essential Questions/Enduring Understandings Addressed in

the Lesson• Standards Addressed in This Lesson• Lesson Topic • Relevance/Connections• Student Outcomes • Prior Knowledge Needed to Support This Learning

(Vertical Alignment)• Method for determining student readiness for the lesson

MSDE Lesson Plan ComponentsLearning Experience

SMP Addressed

Component Details

Warm UpMotivationActivity 1 •UDL Components•Key Questions•Formative Assessment• Evidence of Student Learning•Summary

MSDE Lesson Plan ComponentsSupporting Information

• Interventions/EnrichmentsoStudents with Disabilities/Struggling

LearnersoEnglish Language LearnersoGifted and Talented

• Materials•Technology•Resources

OUTCOMEThe participants will analyze an MSDE lesson plan to determine how UDL and the Standards for Mathematical Practice are addressed.

LESSON PLAN ANALYSIS

Focus Questions1. In what ways do the activities in this lesson plan

support the proficiencies described in the Standards for Mathematical Practice?

2. How do the activities address the needs of all learners?

3. How do the activities support the development of the content standards that the lesson plan targets?


Summary1.In what ways do the

activities in this lesson plan support the proficiencies described in the Standards for Mathematical Practice?


Summary2. How do the activities

address the needs of all learners?


Summary3. How do the activities support the

development of the content standards that the lesson plan targets?

ANALYSIS – FINAL NOTE!!!

FINAL NOTE!!! Any pre-made lesson plan should be adapted to meet the needs of the students in your classroom.

JUMP FOR JOY…

Take A

Break!!!!!

OutcomeThe participants will become familiar :• Practice Forward Task •Integrative Task

PARCC AssessmentTwo considerations in the design of the PARCC assessments.Some items will:•Measure multiple standards•Connect content and practices

Let’s Do a Little Math

LET’S DO A LITTLE MATH

School officials want to build a new football field that

will be 120 yards by 53 yards. However, the owner of

a local nursery has donated enough grass seed to

plant 81,000 square feet of grass. Since they have

more than enough grass seed for the football field,

school officials would like to plant a uniformly wide

border around the field. What are the dimensions of

a rectangular area with a uniformly wide border

which has an area of 81,000 square feet ?

Total area =

81,000 square feet=9,000 square yards

120 yards

53 yards

2

2

9000 120 2 53 2

9000 6360 346 4

4 346 2640 0

x x

x x

x x

x x

x

2346 346 4 4 2640

7.0546966 yards2 4

x

The dimensions of the rectangular area 134 yards by 67 yards

Solution

“LET’S DO A LITTLE MATH”EVALUATING THE PROBLEM

Evaluate the problem for the mathematical content that the problem assesses by answering the following questions. To complete this problem successfully :•Which mathematical concepts must a

student understand?•Which mathematical skills must a

student be able to use?

“LET’S DO A LITTLE MATH”EVALUATING THE PROBLEM

Which behaviors described in the Standards for Mathematical Practice would come into play as a student solves this problem?

Practice Forward TaskA task that is intentionally designed to elicit one or more Standards for Mathematical Practice in connection to specified content standards.

PARCC Definition

Frayer Model for

Practice Forward Task

Definition (in your own words)A type of math task that will appear on the PARCC assessments that will provide evidence as to how well a student can use the math practices. Practice

Forward Task

Facts/Characteristics•Will be tied to content•Would be difficult to complete without engaging in the practices•Can assess more than one practice at a time


ExampleA physics professor says “Of course it is easy to see that

when .” •Give a possible explanation in terms of the

structure of the expression on the left why the professor might say that.


2

0 2

vL 1- =0

c

v=c

PRACTICE FORWARD TASK










What characteristics does this

problem display that would allow

it to be classified as a “Practice

Forward Task?”

Non Example


If 3 1 8, then what

is the value of ?

y

y

Frayer Model for


A type of math task that will appear on the PARCC assessments that will provide evidence as to how well a student can use the math practices.

•Will be tied to content•Would be difficult to complete without engaging in the practices•Can assess more than one practice at a time

A physics professor says “Of course it is easy to see that

when v=c .” • Give a possible explanation in terms of the

structure of the expression on the left why the professor might say that.

2

0 2

vL 1- =0

c If 3 1 8, then what

is the value of ?

y

y

PARCC DEFINITION

Integrative TaskA task that may best be coded to a cluster heading, domain or grade or course rather than a specific standard.

INTEGRATIVE TASK










What characteristics does this

problem display that would allow

it to be classified as an “Integrative

Task?”

INTEGRATIVE TASK

Conceptual Category: NumberDomain : Quantities

StandardsN.Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. ★

N.Q.2 Define appropriate quantities for the purpose of descriptive modeling. ★

N.Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. ★

INTEGRATIVE TASK

Conceptual Category: AlgebraDomain : Creating Equations

StandardsA.CED.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

A.CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context.

INTEGRATIVE TASK

Conceptual Category: AlgebraDomain :Reasoning with Equations and Inequalities

StandardsA.REI.4 Solve quadratic equations in one variable.

A.REI.4b. Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation.

Create a Frayer Model for

Integrative Task

Share and justify your example.

Integrative Task

INTEGRATIVE TASK

Post one example from

your group(include list of Mathematical Skills

addressed as justification.)

Integrative Task

GALLERY WALK

“TURN AND TALK” SUMMARY

Big QuestionHow will you modify your instruction to build student capacity for successful completion of Integrative and Practice Forward Tasks?

CHECK FOR UNDERSTANDING

CHECK FOR UNDERSTANDING

Group members

should stand one

behind another

HOT SEAT

Question #1Which set of standards describe the varieties of expertise that mathematics educators at all levels should seek to develop in their students?

HOT SEAT

Question #2The standards:•Model with Mathematics •Use Appropriate Tools Strategically •Attend to Precision

are from of which set of Standards?

HOT SEAT

Question #3Which type of task is intentionally designed to elicit one or more Standards for Mathematical Practice in connection to specified content standards?

HOT SEAT

Question #4The three principles of Universal Design for Learning call for instruction that provides

Multiple Means of:

Principle I: ____?___________Principle II: ____?___________Principle III: _____?__________

HOT SEAT

Question #5Which type of task is best coded to a cluster heading, domain or grade or course rather than a specific standard?

HOT SEAT

Question #6Which Unit Plan component would include information on prior learning that supports the learning of the standards in the unit?

B R E A K

TI

ME

CURRICULUM MANAGEMENT SYSTEM

OutcomeThe participants will watch a demonstration of the Curriculum Management System.

PROJECT

OutcomeThe participants will clarify their understanding of the EEA Project requirements.

PROJECT

Project Choices

Power Point

Professional Development

Module

EnrichmentActivity

UDLActivity

Professional Development

Module

InterventionActivity

EnrichmentActivity

UDLActivity

UNTIL TOMORROW…

Now, it’s time to be creative, thoughtful, and productive as you tackle your Project and prepare to share it tomorrow!

Have fun!!

Documents

Educator Effectiveness Academy Summer 2012