Post on 08-Jan-2016
description
Beth SchefelkerMelissa Hedges
Judy Winn
Working in groups of 3. Select one topic rigid motion or congruency to discuss.◦ Share the CABS you gave.◦ Each group member selects 3-6 pieces of student
work.◦ Focus on one set of student work. Pass the
papers around the table. ◦ Discuss misconceptions/understandings that
surfaced.◦ Use a table sticky note to record the table
conversations for each pack of student work.
Think about the discussion from each set of student work…◦What theme surfaced as you looked at
the same mathematical idea?◦What surprised you? ◦What discussions did you have as you
analyzed work from students who struggle in your math classroom
In what way will this information help you think deeply about the lessons in your text?
How will it provide you with information for adjusting instruction?
How will it provide you with information for differentiating the key lessons? Moving from the concrete to the abstract experiences?
Project due May 17th
◦Part 1: As a Learner of Mathematics◦Part 2: Student CABS
rigid motion and congruency◦Part 3A: Critiquing the lessons◦Part 3B: Suggestions for instruction◦Part 3C: Critiquing the suggestions offered for Differentiation
Final data presentation and write-up Due April 26
Re-administer the tricky triangle assessment
Examine the new data identifying change from fall to spring.
Compare the performance of students with and without disabilities.
Be prepared to share:◦1. Change in data results◦2. Identify lessons/instructional opportunities that shifted student thinking.
1. Completed log of tricky triangle instruction.
2. 2-page write-up reflecting on the project. student changes from fall to spring (refer to van Hiele levels) key instructional tasks/strategies you
implemented and ideas for differentiation lessons learned as a teacher of
mathematics while you focused on this topic
Lessons learned on collaboration.