Build it, Draw it, Talk it, Write it … then OWN Fractions “Understand Why” rather than...
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Transcript of Build it, Draw it, Talk it, Write it … then OWN Fractions “Understand Why” rather than...
Build it, Draw it, Talk it, Write it
… then OWN Fractions “Understand Why” rather than “Remember How”
R. Neufeld, November 2014
Engage, Build,Reflect, Apply
… then OWN Fractions “Understand Why” rather than “Remember How”
November, 2014
The objective of this powerpoint is:.. to set the tone for a 1.5 hour to full day
professional learning session to use UMath X and
corresponding 3 part lessons (frameworks for
learning) in order to create diverse learning
environments for grades 2 to 5.
“Active learning practices
have a more significant
impact on student
performance than any other
variable, including student
background and prior
achievement.”Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning
Dr. Brigid Barron and Dr. Linda Darling-Hammond, Stanford University
Good Mathematics is:-not about how many answers you know.
-but about what you do when you don’t know answers.
We must encourage “GRAPPLING”
Team Leaders/Administrators
• convince teachers to teach for understanding.
• prepare parents for the fact that teachers may not be providing all of the answers.
• prepare parents that students will be grappling with challenging material.
• note answers are important but not sufficient.
build it
talk it
draw it
write it
OWN IT!!Create a self-paced approach but within a
multiple approach opportunity.
The Curriculum:• envisions a higher level of rigor based on a
deeper understanding of a pared down number of curricular objectives.
• poses a challenge for teachers who must not only be fluent in content but also attain the particular pedagogy to be able to convey it to their students.
The Emphasis is on:• students doing mathematics.
• students demonstrating thinking and learning.
• students grapple with challenging tasks in a learning environment that will support equity in schools.
Students:• Engage in Discourse. Students articulate their
own ideas and seriously consider their peers’ perspectives as a way to construct mathematical understandings.
• Encourage students • to listen carefully to one another’s ideas• to disagree and question with respect
… “ I beg to differ!”
… “ Excuse me. Can we talk about that?”
Teach students to :• Use Effective Questions
• Show me another way …• How are these the same / different … • What would you do if …• Why did you … • What else could you have done …
• Use Productive Talk Moves• Revoicing - Repeating and asking for clarification• Repeating - Students restate someone else’s reasoning• Reasoning - Apply their reasoning to another’s reasoning• Adding on - Prompting for further participation• Waiting - “Take your time. We will wait.”
Challenges for Teachers• Broad ability ranges within a class
• Need for differentiated instruction - RTI• Wide range of literacy skills • Diverse learning styles
• Teachers are being asked to teach in ways that they were never taught.
• Need to “go deep” and teach with understanding.
Teachers must be able to…
• Unpack familiar math concepts to lead to understanding.
• Require knowledge of an explanation of a concept.
• Understand methods and solutions different from their own.
Our Vision 20 years ago was to …
• Design a concept-driven learning platform to support the diversity of teachers, students and parents in their construction of math knowledge.
• Design a platform to reach every student and teacher … anytime and anywhere.
• Design a platform aligned to the curriculum and modeled on a 3 part lesson to involve activities from concrete to abstract, integrating multiple approaches, entry points and representations.
UMath X, the 10th version of Understanding Math, is a computer assisted learning system that includes browser based software and related resources to offer 100% coverage of curriculum.
• Concepts - Assessments - Tracking
Frameworks for Learning are 3 part content-driven lessons to model the implementation of UMath X to create diverse learning environments.
• Get Started• Work at It• Reflect and Connect
The Result in 2014
• supports constructivist thinking. People build their own understandings and knowledge
of the world through personal and collaborative experiences that encourage reflection.
• demonstrates differentiated instruction through an interactive multi-sensory approach.
• uses multiple entry points and seamless integration to support both content and instruction.
UMath X is a learning environment that:
• Login to UMath X learning environment .. www.neufeldlearning.com
• Find concept to be taught in UMath X menu or in Curriculum Menu
• Find a framework or design your own.
** CCSS Menu UMath X Menu3.NF.01.01 Fractions – Meaning of Fraction – Intro .. Think, Write, Say 4.NF.01.01 Fractions – Equivalent Fractions – Pattern Blocks etc 5.NF.01.01 Fractions – Adding Fractions – Word Problems – Eating Candy 5.NF.02.06 Fractions – Mult Fractions – Real World Problem– Boris’ Money5.NBT.02.07 Fractions–Add & Subt of Decimals–Add Decimals–Method 3–
Right to Left–Ex 1–With Grids6.NS.01.01 Fractions – Dividing Fractions – Modeling Ex – Model 1 to 6** or use Texas TEKS, VA SOLs, Ontario Expectations or Florida 2014 standards
MODEL the Process: .. whole group
..differentiated instruction ..one on one