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REGIONAL EDUCATIONAL LAB ~ APPALACHIA. The Effects of Kentucky Virtual High School’s Hybrid Course in Algebra I on Teaching Practices, Classroom Quality, and Adolescent Learning On-Line Collaboration January 2010 Series Mathematical Discourse & Classroom Visits. - PowerPoint PPT Presentation
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REGIONAL EDUCATIONAL LAB ~ REGIONAL EDUCATIONAL LAB ~ APPALACHIAAPPALACHIA
The Effects of Kentucky Virtual High School’s Hybrid Course in Algebra I on
Teaching Practices, Classroom Quality, and Adolescent Learning
On-Line CollaborationJanuary 2010 Series
Mathematical Discourse &
Classroom Visits
Goals for On-Line Collaboration
• On-line Collaboration using Horizon Wimba:• Share teaching strategies/resources,• Discuss planning instruction,• Analyze student work,• Share formative and summative assessment
instruments/strategies that move learning forward,
• Provide instructional structures where “feedback is focused on how students can improve related to learning goals,”
• Others as defined by teachers and as need to address issues in the field – including new learning that promotes student achievement.
Agenda
Technology Issues
December Results & Fall Stipends
Mathematical Discourse
School Visits
Sharing Strategies, Processes & Structures
Mathematical Literacy Strategies
- Vocabulary Development
- Writing to Learn
- Reading to Learn
- Academic Dialogue
- Technology
- Manipulatives
- Modeling
NCTM’s Communication Principle
The Council's Principles and Standards for School Mathematics (2000) states that communication should be nurtured and that math instruction should enable all students to – Organize and consolidate their mathematical thinking
through communication. – Communicate their mathematical thinking coherently
and clearly to peers, teachers, and others. – Analyze and evaluate the mathematical thinking and
strategies of others. – Use the language of mathematics to express
mathematical ideas precisely.
Strategy Integration
• What strategies do you currently use to encourage student dialogue?
• How do we create opportunities for students to have mathematical conversations about the content from the computer/virtual environment?
• What evidence of those conversations are you gathering to formatively assess student learning?
Articles
• Analyzing Classroom Discourse To Advance Teaching And Learning, ASCD
• A Writing Workshop In Mathematics Community Practice Of Content Discourse, NCTM
• Inquiry Discourse Mathematics Instruction, NCTM• Lessons From Mr. Larson An Inductive Model Of Teaching For
Orchestrating Mathematical Discourse, NCTM• Let's Talk Promoting Mathematical Discourse In The
Classroom, NCTM• Making The Most Of Mathematical Discussions, NCTM• Mathematical Discourse Its Like Hearing A Foreign Language,
NCTM• Never Say Anything A Student Can Say, NCTM• Teacher Orchestrated Classroom Arguments, NCTM• Using Mathematical Discourse To Support Learning Statistics,
NCTM
What Does The Research Say Regarding Mathematical Discourse?
From the article that you read:
• What is a new insight you garnered from the reading?
• What is one thing that connects with, or makes sense to you, regarding best practices that are standards for the Algebra I Hybrid Study?
Walkthrough Indicators for School Visits;
Standards for Providing Support Content Standards
Classroom Instructional Practice
Classroom Technology Practice
On-line Student Interaction
Collegial Support
http://www.kyvs.org/ Postings & Materials on Spotlight on Algebra
http://67.202.209.114 orhttp://kvhslive.wimba.comOn-line discussions with colleagues
http://hybridalgebra.wikispaces.com/ Postings, Materials, Discussions
Reminders
Office Hours; Monday (9-10 EST) & Tuesday (1-2 EST)
Help Line:- Bb: 866-590-9240- KDE, Paula White: 502-564-4772(#4512),
[email protected] KDE, Kari Welch: 502-564-4772 (#4501),
[email protected] KDE, Grace Yeh: 502-564-4772 (#4537),
[email protected] Identify yourself as COHORT III HYBRID ALGEBRA
TEACHER
February 11, 2010, Thursday, 3:30 EST, On-Line Discussion:
Planning Hybrid Algebra instruction