Henrico County Public Schools New Mathematics Teachers General Math Session How to make your horse...
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Henrico County Public Schools New Mathematics Teachers General Math Session How to make your horse thirsty and other stuff you might want to know August
Henrico County Public Schools New Mathematics Teachers General
Math Session How to make your horse thirsty and other stuff you
might want to know August 19, 2014 1:30 p.m. 4:30 p.m. Glen Allen
High School
Slide 2
Introductions Get into groups of 3-4. Find 3 things your group
has in common with each other. Introduce another person in your
group (name, school, teaching experience) and a common item.
Slide 3
Objectives To familiarize you with curriculum expectations. To
introduce you to the materials, places, people and processes that
can help you do your best. To teach you how to get what you
want.
Slide 4
How well do you know HCPS? 12 Middle Schools and 9 High Schools
2 Non-Traditional Programs All high schools and one middle school
have centers 4 areas of focus in the district: Academic Progress
Closing Gaps (Academic & Behavioral) Relationships Safety &
Security 2014-15 Math Focus: Good Teaching! Instructional Planner
21 st Century Skills/Process Standards 3 Rs: Rigor, Relevance, and
Relationships Engagement Questioning
Slide 5
Virtual Tour HCPS Math Website HCPS Math Website:
http://blogs.henrico.k12.va.us/math/
http://blogs.henrico.k12.va.us/math/ Here is the info!
Slide 6
HCPS Secondary Math Courses One stop shopping for all your
course needs! Course websites New website updates! Well explore
more later Curriculum Guides Pacing Vertical Articulation VDOE
Enhanced Scope and Sequence Lessons SOL and Curriculum Framework
Teacher Notes and Elaboration Benchmark Blueprint Breakdown of
winter benchmark test
Slide 7
Each SOL course contains Pacing guides SOL tracker Link to VDOE
SOL Link to VDOE mathematics website
Slide 8
2009 Mathematics Standards of Learning Rigor has been increased
Repetition has been decreased Retention and application of content
from previous years required Vertical alignment has been improved
Again, the textbooks are a resource and should not be relied upon
for instruction.
Slide 9
Planning VDOE Website:
http://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/index.shtml
http://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/index.shtml
Curriculum Framework SOL Test Blueprints Keep in mind, SOLs are the
MINIMUM standard. Our textbooks are outdated and do not reflect the
new rigor! They should not be your first resource!
Slide 10
Pay attention to details!
http://teachers.henrico.k12.va.us/math/Teacher/Downloads/NTA/DANCING_BEAR_MOONWALKING_BEAR_CYCLIST_AWARE.wmv
Slide 11
Unpacking the Standards
Slide 12
SOL Tracker SOL are broken down into a teacher checklist Shaded
rows are SOL bullets Non-shaded rows are broken down SOL
paragraphs
Slide 13
Activity: Unpacking the Standards Unpack Algebra 1 Standard A.9
Scavenger Hunt! What information do I need? Where is it located?
How do I get there?
Slide 14
If you teach to the SOL test
Slide 15
Instructional Planner New to 2014-15! All teachers have to
submit 1 Instructional Planner each nine weeks You can collaborate
with colleagues Content/Topic may be determined by school based
upon data
Slide 16
Put the following Instructional Design components in the
appropriate order. (P) Unpacking the Standards (L) Identify
Instructional Goals (A) Write Performance Objectives (N) Develop
Summative Assessments (N) Develop Instructional Strategies (E)
Develop Instructional Materials (R) Design/Conduct Formative
Assessments (Q) Reflect and Revise
Instructional Planner Resources Instructional Planner Video
Part 1 Instructional Planner Video Part 2 Instructional Planner
Resources Overview IP Components IP FAQs IP Checklist IP Timeline
IP Blank Template Submitted Instructional Planners Submitted
Instructional Planners Revised Blooms Teacher Planner Kit Revised
Blooms Teacher Planner Kit Exemplars HCPS Leadership Blog: PD
Resources
blogs.henrico.k12.va.us/leadershipblogs.henrico.k12.va.us/leadership
Slide 19
View the training template
Slide 20
Slide 21
Instructional Focus To address the increased rigor of the SOL,
Henrico Countys instructional focus will be the centered around the
NCTM Process Standards. 1. Problem Solving 2. Reasoning 3.
Representations 4. Communication 5. Connections The observational
focus will be rigor and engagement.
Slide 22
Process Standards/Goals for Students
Slide 23
Slide 24
What if cupcakes are the discipline?
Slide 25
Slide 26
Effective Questioning Is 15 a prime number? Students can answer
with a simple Yes or No. What does the students response inform the
teacher about the pupils knowledge about prime numbers? Why is 7 an
example of a prime number? Not a one-word answer. This requires a
student to recall prior knowledge to explain and justify their
reasoning.
Slide 27
HCPS Teacher Resource Page A lot of links to important
documents! http://teachers.henrico.k12.va.us/math/teacher.html
http://teachers.henrico.k12.va.us/math/teacher.html 1. ExamView
test banks 2. Online textbooks 3. Software files (TTM,
ExploreLearning, Reflex, etc.) 4. CASIO Graphing calculator
instructions 5. NTA PowerPoint and files
Slide 28
STEM Teacher Recruitment and Retention Incentive Awards Hold an
active five-year Virginia teaching license (Collegiate Professional
or Postgraduate Professional License) with an endorsement in Middle
Education 6-8: Mathematics; Mathematics: Algebra I; Mathematics;
and be assigned to a teaching position in a corresponding subject
area. Teachers Reassigned from a Fully Accredited School to a
Hard-to-Staff School or School Not Fully Accredited Regardless of
teaching experience, be a teacher who is reassigned from a fully
accredited school in a Virginia school division to a hard-to-staff
school or a school that is not fully accredited in the 2013-2014
school year. Teachers New to the Profession or Teachers With Up to
Three Years Teaching Experience [Applicants must have less than
three years teaching experience.] Be a teacher new to the
profession (no teaching experience) or a teacher with up to three
years of teaching experience (less than three years teaching
experience); Successful teachers selected to participate in the
pilot program under this criteria will be eligible to receive a
$5,000 initial incentive award after the completion of the first,
second, or third year of teaching with a satisfactory performance
evaluation and a signed contract in the same school division for
the following school year. MEMO #211-14 - Science, Technology,
Engineering, and Mathematics (STEM) Teacher Recruitment and
Retention Incentive AwardsScience, Technology, Engineering, and
Mathematics (STEM) Teacher Recruitment and Retention Incentive
Awards
Slide 29
Speaking of calculators Make sure that the calculator is a TOOL
used for instruction! It has become a crutch for many students and
teachers. Be accountable for them and have a system for storing and
collecting them.
Slide 30
Observations/Evaluations Teacher Evaluation Process focus on
process skills Walkthrough Snapshot observations Teacher requested
observations Students must show growth in 2 areas: Content SOL
multiple choice Skills/Tasks Communication focus Teacher Evaluation
Process
Slide 31
Instruction: Why focus on tasks? Classroom instruction is
generally organized and orchestrated around mathematical tasks The
tasks with which students engage determines what they learn about
mathematics and how they learn it There is no decision that
teachers make that has a greater impact on students opportunities
to learn and on their perceptions about what mathematics is than
the selection or creation of the tasks with which the teacher
engages students in studying mathematics. Lappan & Briars,
1995
Slide 32
The Die Hard with a Vengeance version of teaching Polya's
four-step problem solving process Problem Based Learning
http://teachers.henrico.k12.va.us/math/Teacher/downloads/nta/die_hard_jugs.mov.wmv
Slide 33
Was this a worthwhile task? Does the problem challenge students
to use higher-level critical thinking skills? Are there multiple
ways to solve this problem? Is it accessible to all students? What
process standards were utilized?
Slide 34
Instruction: Two tasks. Marthas Carpeting Task Martha was
re-carpeting her bedroom which was 15 feet long and 10 feet wide.
How many square feet of carpeting will she need to purchase?
Fencing Task Ms. Browns class will raise rabbits for their spring
science fair. They have 24 feet of fencing with which to build a
rectangular rabbit pen in which to keep the rabbits. 1. If Ms.
Brown's students want their rabbits to have as much room as
possible, how long would each of the sides of the pen be? 2. How
long would each of the sides of the pen be if they had only 16 feet
of fencing? 3. How would you go about determining the pen with the
most room for any amount of fencing? Organize your work so that
someone else who reads it will understand it.
Slide 35
Instruction: Tasks - Comparison Similarities Both require prior
knowledge of area Area problems Differences Way in which the area
formula is used The need to generalize The amount of thinking and
reasoning required The number of ways the problem can be solved The
range of ways to enter the problem
Slide 36
Task Characteristics High cognitive demand Significant content
(i.e., they have the potential to leave behind important residue)
Require justification or explanation Make connections between two
or more representations Open-ended Allow entry to students with a
range of skills and abilities Multiple ways to show competence
Slide 37
Instruction: Tasks Not all tasks are created equal, and
different tasks will provoke different levels and kinds of student
thinking. Stein, Smith, Henningsen, & Silver, 2000 The level
and kind of thinking in which students engage determines what they
will learn. Hiebert, Carpenter, Fennema, Fuson, Wearne, Murray,
Oliver, & Human, 1997 If we want students to develop the
capacity to think, reason, and problem solve then we need to start
with high-level, cognitively complex tasks. Stein & Lane,
1996
Slide 38
People who can help you! YOU Mentor or Buddy Dept Chair
Assistant Principal SpecialistColleaguesITRTCoaches
Slide 39
You can lead a horse to water, but you cant make him drink In
the past, an acceptable philosophy for educators was:
Slide 40
If you lead a horse to water and he doesnt want to drink, its
your job to make him thirsty. The present philosophy for educators
goes something like this:
Slide 41
Questions? Please contact me about anything! Skip Tyler
[email protected] 652-3753
Slide 42
Examine the HCPS Curriculum Guides 42
http://blogs.henrico.k12.va.us/math Examine the HCPS online courses
http://blogs.henrico.k12.va.us/math/courses/ Examine the HCPS
teacher resource page.
http://teachers.henrico.k12.va.us/math/teacher.html
Slide 43
Breakout options Changing Instruction Video Dan Meyer (slide
44) What Can You Do With This (WCYDWT) Video (slide 45) Wordle
Activity wordle.net copy/paste standards to create a graphic
(slides 36-42) Examine curriculum guide, websites, teacher resource
page (slide 43) Four scenarios (slides 47-51) NCTM process
standards & Blooms Taxonomy (slides 52-60) Vertical
articulation (slide 61) Breaking down the standards wordle (slides
62-70) Teacher Evaluation complete a skills problem and grade on a
rubric Other options?
Slide 44
Changing Instruction Dan Meyer Math class needs a makeover
Today's math curriculum is teaching students to expect -- and excel
at -- paint-by-numbers classwork, robbing kids of a skill more
important than solving problems: formulating them. At TEDxNYED, Dan
Meyer shows classroom-tested math exercises that prompt students to
stop and think.
http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html
Slide 45
WCYDWT Video (What Can You Do With This) The best motivator of
all is connecting math to the real world.
http://teachers.henrico.k12.va.us/math/Teacher/downloads/nta/ESPN_RichEisen.mov
Slide 46
A critical point a teacher of mathematics has a great
opportunity. If he fills his allotted time with drilling his
students in routine operations he kills their interest, hampers
their intellectual development, and misuses his opportunity. But if
he challenges the curiosity of his students by setting them
problems proportionate to their knowledge, and helps them to solve
their problems with stimulating questions, he may give them a task
for, and some means of, independent thinking. Polya, 1973/1945
Slide 47
Four Scenarios!!! Read the scenario presented Think through and
jot down answers Share ideas/Ask Questions
Slide 48
Scenario #1 You want to experiment with a new teaching method
and would like to incorporate manipulatives into your lessons, but
you are unsure if it will go over well with your students. What can
you do? What are some possible solutions? Who can assist you with
this situation?
Slide 49
Scenario #2 As a new mathematics teacher, you are assigned a
mentor/buddy and are somewhat nervous about your teaching
assignment. You are surprised to learn that your mentor, though
very nice, does not teach your content. You also learn that the
only other teacher who teaches your content is an old grouch who
does nothing but complain. What can you do? What are some possible
solutions? Who can assist you with this situation?
Slide 50
Scenario #3 You and your collaborative partner are not seeing
eye-to- eye on classroom management and instruction. The kids are
beginning to notice that the two of you are not working as a team.
What can you do? What are some possible solutions? Who can assist
you with this situation?
Slide 51
Scenario #4 Several students are bored with your lesson on
solving two-step equations. They start to ask the age old question,
Why do we have to learn this? What can you do? What are some
possible solutions? Who can assist you with this situation?
Slide 52
NCTM Process Standards Communication Use the language of
mathematics to express mathematical ideas precisely. Writing about
mathematics. Discussing mathematical ideas. You have eleven fruits
in your basket, some are one kind of fruit, and the rest are
another kind. How many of each could you have?
Slide 53
NCTM Process Standards Connections Between different
mathematical areas Between mathematics and science Between
mathematics and other subject areas (such as history, literature,
and art) Between mathematics and the real world Example Mr.
Goodlock drives to and from Hermitage almost every day. Along the
way the posted speed limits range from 30 mph to 65 mph. Mr.
Goodlock has logged his daily commute.
Slide 54
NCTM Process Standards Connections These are the posted speed
limits and the odometer reading at the beginning of each drive
segment Mr. Goodlock encounters: Odometer Reading Posted MPH 060
2.755 7.845 11.835 18.265 24.330 27.3Parking Lot Calculate the
amount of time Mr. Goodlock spends in each speed zone. Make a graph
showing your results. Mr. Goodlock usually drives at the posted
speed limit. If we assume a trip with no traffic and we ignore time
spent at stop signs and traffic lights -- what is the total driving
time for Mr. Goodlock's trip?
Slide 55
NCTM Process Standards Problem Solving Build new mathematical
knowledge through problem solving Solve problems that arise in
mathematics and in other contexts Apply and adapt a variety of
appropriate strategies to solve problems Monitor and reflect on the
process of mathematical problem solving Translation: include one
and two-step story problems typically found in textbooks. A school
auditorium can seat 648 people in 18 equal rows. How many seats are
there in each row? Process: requires solution processes other than
computational procedures. Application: computation is generally the
solution process used to solve application problems. How many soda
cans would it take to fill the school gym?
Slide 56
NCTM Process Standards Reasoning Look at the set shown below.
{15, 23, 39, 42} Which number is prime? Reasoning Look at the set
shown below. {2a, 3a, 4a, 5a} If a is a prime number, how many
members of the set are also prime? Reasoning & Proof Recognize
reasoning and proof as fundamental aspects of mathematics Make and
investigate mathematical conjectures Develop and evaluate
mathematical arguments and proofs Select and use various types of
reasoning and methods of proof