Co-Teaching for Gap Closure High Yield Math Instructional Strategies.

Co-Teaching for Gap Closure

High Yield Math Instructional Strategies

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Co-Teaching For Gap Closure

CT4GC Math Strategies Agenda

I. Review of Continuous Classroom Improvement

II. Connect Co-teaching strategies to math instruction scenarios

III. High yield instructional strategies and activities for your math classroom

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Classroom MissionLearning TargetsSMART Goals30/60/90

Data WallsData CentersStudent Data NotebooksPDSA/30/60/90

10 High Yield Math Strategies

• Identifying Similarities and Differences

• Summarizing and Note Taking

• Reinforcing Effort and Providing Recognition

• Homework and Practice• Nonlinguistic

Representations• Cooperative Learning• Setting Objectives and

Providing Feedback• Generating and Testing

Hypotheses• Questions, Cues, and

Advance Organizers• Development of

Academic Vocabulary

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Housekeeping

1. Introductions

2. Rule of 2 Feet

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Activity Key

Solo Task Table Task or Whole Group

Partner Task

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Learning Targets

Review the steps in Continuous Classroom Instruction and identify the step that involves High Yield Strategies

Identify math instructional scenarios by their co-teaching strategies.

Gain a set of high yield instructional strategies and activities to implement in your own math classroom

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I. Setting and Communicating Clear Direction

Step 1: Clarify & Communicate the Learning RequirementsStep 2: Publish and post a class learning goalStep 3: Chart and analyze class learning resultsStep 4: Write and use a class, course, or program mission statement

II. Engage Students in Regular and Frequent Evaluation and Improvement of Classroom Learning Processes

Step 5:Plan for frequent cycles of learning by setting short-term learning targets.Step 6: Determine what the teacher and students need to do to ensure that everyone learns the target; what high-yield strategies will be used. Step 7: Study the results of strategies used for the learning cycleStep 8: Action plan and make adjustments for the next cycle of learning.`

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II. Engage Students in Regular and Frequent Evaluation and Improvement of Classroom Learning Processes

Step 5:Plan for frequent cycles of learning by setting short-term learning targets.

Step 6: Determine what the teacher and students need to do to ensure that everyone learns the target; what high-yield strategies will be used. Step 7: Study the results of strategies used for the learning cycle

Step 8: Action plan and make adjustments for the next cycle of learning.`

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Learning Targets




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Co-Teaching Models

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Does your co-taught classroom look

d¿fferent than your other math

classes?


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Lead & Support

One teacher leads and the other offers assistance to individuals or small groups or carries out other managerial tasks.

www.youtube.com

http://www.google.com/url?sa=i&rct=j&q=&source=images&cd=&cad=rja&docid=1Q45H7dGDIdW0M&tbnid=FrHMHX7ov-4aqM:&ved=0CAQQjB0&url=http://www.youtube.com/watch?v=TCn4qDyuZVE&ei=BXLDUc2JBsKVygGwm4E4&bvm=bv.48175248,d.aWc&psig=AFQjCNH3oSITcJPJN26vf1BCmHuhBp28zw&ust=1371848918993044

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Station Teaching

Established centers, students rotate. One teacher may lead a center

to give specific feedback while other monitors other centers.

blog.lib.umn.edu

http://www.google.com/url?sa=i&rct=j&q=&source=images&cd=&cad=rja&docid=kMAvGifxvf4k1M&tbnid=rLLg-I592FkbbM:&ved=0CAQQjB0&url=http://blog.lib.umn.edu/cehd/teri/2011/06/&ei=a3HDUZXeKsaayQGd84HYCw&bvm=bv.48175248,d.aWc&psig=AFQjCNH3oSITcJPJN26vf1BCmHuhBp28zw&ust=1371848918993044

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Parallel TeachingStudents are divided into two heterogeneous groups. Then, each

teacher provides instruction to students using a different teaching

style to reach students of different learning preferences. One teacher

may lead hands-on activity while other offers more linear approach.

Students choose based on preference.

aspirail.org

http://www.google.com/url?sa=i&rct=j&q=&source=images&cd=&cad=rja&docid=e07sWDH3y0ZspM&tbnid=gj8b8FTSkGlcdM:&ved=0CAQQjB0&url=http://aspirail.org/features/amrcs-innovations-in-collaborative-team-teaching/&ei=rnTDUZL5Due9ywGQvoHIDw&bvm=bv.48175248,d.aWc&psig=AFQjCNH3oSITcJPJN26vf1BCmHuhBp28zw&ust=1371848918993044

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Alternative Teaching

One teacher works with a small group or provides individual

conferences while the other teacher works with the rest of the class.

www.vbschools.com

http://www.google.com/url?sa=i&rct=j&q=&source=images&cd=&cad=rja&docid=xVP9HowwQW30EM&tbnid=5MJezgr78wRC8M:&ved=0CAQQjB0&url=http://www.vbschools.com/online_pubs/ComConnect/2010/02/SchoolVolunteers.html&ei=2nXDUZaFH4muyQGq2ICQBg&bvm=bv.48175248,d.aWc&psig=AFQjCNH3oSITcJPJN26vf1BCmHuhBp28zw&ust=1371848918993044

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Team Teaching

Both teachers share the planning and instruction of students

in a coordinated fashion.

agsasman3yk.wordpress.com

http://www.google.com/url?sa=i&rct=j&q=&source=images&cd=&cad=rja&docid=ifQi9L0O5x3wEM&tbnid=NfM7uRHdzKPSNM:&ved=0CAQQjB0&url=http://agsasman3yk.wordpress.com/2010/01/&ei=oHLDUcLTBsabyQHOhYHgBg&bvm=bv.48175248,d.aWc&psig=AFQjCNH3oSITcJPJN26vf1BCmHuhBp28zw&ust=1371848918993044

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Partner Task:Read the scenarios on the following slides. Consult with your partner to

determine which co-teaching model is described. Hold up the appropriate co-

teaching model card.

Activity Time

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Station A—Teacher led; Students solve word problems surrounding projectile motion

Station B—Teacher led; Students find the vertex of a graph of a quadratic equation with the Quadratic Formula (no calculator)

Station C—Independent; Students do a Carousel Card Sort matching graphs of parabolas to quadratic equation word problems

Station D—Independent; Students use graphing calculators to explore the effect of different variables in a quadratic equation written in various forms.


Station Te

aching

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When working through a proof, one teacher provides the statement and the other teacher provides the reason

One introduces vocabulary while the other gives examples on the board

As one teacher presents material, the other completes a graphic organizer


Team

teaching

One teacher works on multiplication of polynomials using the Box Method.

While the other teacher works on multiplication of polynomials using Algebra Tiles.


Parallel teaching

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One teacher monitors the majority of the students, the other is specifically monitoring two groups with some students who require consistent cueing to work on task.

After reviewing the exit slips from yesterday’s class it was noted that 6 students are not understanding place value. So one teacher will be making observational notes on how those 6 students answer/solve problems

One introduces factoring using the “a-c” method; the other helps some students take notes and cues others to remain on task.


Lead and

support

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While the larger group is working on timed ACT-like problems, the smaller group is having direct instruction in the uses of a graphing calculator on the ACT.

After a test on solving equations, one teacher works with the larger group on an enrichment activity while the other teacher works with the smaller group to pre-teach vocabulary about linear functions.


alternative te

aching

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Learning Targets




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High Yield Instructional Strategies Mathematics

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Table Task:Talk with your table to define what high-

yield instructional strategies means. Use your mini-whiteboard for your

definition and examples.

Activity Time

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Identifying Similarities and Differences

Summarizing and Note Taking

Reinforcing Effort and Providing Recognition

Homework and Practice

Linguistic and Nonlinguistic Representations

Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses

Questions, Cues, and Advance Organizers

Development of Academic Language

Hig

h Y

ield

Ins

truc

tiona

l Str

ateg

ies

45%

34%

29%

28%

27%

27%

23%

23%

22%

?%

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High Yield Instructional Strategies Dr. Marzano

http://www.youtube.com/watch?v=T5XlkyPf950

Anticipation Guide:• What does Dr. Marzano say about these10 strategies? • Are they the only strategies that work?



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High Yield Instructional Strategies

High Yield Strategy Research Says Examples

Identifying Similarities and Differences

Students should compare, classify, and create metaphors, analogies and graphic representations

T-charts, Venn diagrams, classifying, analogies, cause and effect links, compare and contrast organizers, QAR, sketch to stretch, affinity, Frayer model, etc.

Yields

45%Increase!

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Development of Academic Vocabulary

Teachers should intentionally develop word knowledge that makes it possible for students to engage with, produce, and talk about texts that are valued in school.

Interactive Students Notebooks, word walls, A.C.E (Answer-Cite-Evidence-Expand/Explain your answer), “word storm” organizer, word puzzles, word lists, content area journaling

Vocabulary Word Sort

Sort the words into at least three groups.When finished, find another way to sort the words.Modifications:

open sort vs. closed sort number of categories Supply one category and have them pick another

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Summarizing and Note Taking

Students should learn to delete unnecessary information, substitute some information, keep important information, write / rewrite, and analyze information.

Teacher models summarization techniques, identify key concepts, bullets, outlines, clusters, narrative organizers, journal summaries, break down assignments, create simple reports, quick writes, graphic organizers, column notes, affinity, etc.

Yields

34%Increase!

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Questions, Cues, and Advance Organizers

Teachers should use cues and questions that focus on what is important (rather than unusual), use ample wait time before accepting responses, eliciting inference and analysis. Advance organizers should focus on what is important and are more useful with information that is not well organized.

Graphic organizers, provide guiding questions before each lesson, think alouds, inferencing, predicting, drawing conclusions, skim chapters to identify key vocabulary, concepts and skills, A.C.E. anticipation guide, annotating the text, etc.

Yields

22%Increase!

Graphic Organizer

Uncle Fred always answers a question with another question or riddle. He has a farm

and raises chickens and cows. I asked him how many chickens and how many cows

did he have and he replied, “I have 21 heads and 66 legs.” How many chickens

and how many cows does he have?

Graphic Organizer

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Spider Webs

Spider Webs

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Reinforcing Effort and Providing Recognition

Teachers should reward based on standards of performance; use symbolic recognition rather than just tangible rewards.

Hold high expectations, display finished products, praise students’ effort, encourage students to share ideas and express their thoughts, honor individual learning styles, conference individually with students, authentic portfolios, stress-free environment etc.

Yields

29%Increase!

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Homework and Practice

Teachers should vary the amount of homework based on student grade level (less at the elementary level, more at the secondary level), keep parent involvement in homework to a minimum, state purpose, and, if assigned, should be debriefed.

Retell, recite and review learning for the day at home, reflective journals, parents are informed of the goals and objectives, interdisciplinary teams plan together for homework distribution, etc

Yields

28%Increase!

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Math Practice Game Board

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Nonlinguistic Representations

Students should create graphic representations, models, mental pictures, drawings, pictographs, and participate in kinesthetic activity in order to assimilate knowledge.

Visual tools and manipulatives, problem-solution organizers, spider webs, diagrams, concept maps, drawings, maps, sketch to stretch, K.I.M., etc.

Yields

27%Increase!

3 3 2Build It!

Write It!

Draw It!

Creating Geometric Figures and Shapes

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Building Equations

Flowchart

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Context

GraphTa

ble

Equ

atio

n SentenceGive Me 5



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Cooperative Learning

Teachers should limit use of ability groups, keep groups small, apply strategy consistently and systematically but not overuse.

Integrate content and language through group engagement, reader’s theatre, pass the pencil, circle of friends, cube it, radio reading, shared reading and writing, plays, science projects, debates, jigsaw, group reports, choral reading, affinity, etc.

Yields

23%Increase!

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Formative Assessment Lessons

• map.mathshell.org

http://map.mathshell.org/materials/index.php

Integer Capture

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Setting Objectives and Providing Feedback

Teachers should create specific but flexible goals, allowing some student choice. Teacher feedback should be corrective, timely, and specific to a criterion.

Articulating and displaying learning goals, KWL, contract learning goals, etc.

Yields

23%Increase!

Open Questions and Parallel Tasks

Open Questions

• Broad-based questions that invite meaningful responses from all learning levels.

Parallel Tasks

• Two or more related tasks that explore the same big idea, but are designed to suit the needs of different learning levels.

Graduated Difficulty

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Generating and Testing Hypothesis

Students should generate, explain, test and defend hypotheses using both inductive and deductive strategies through problem solving, history investigation, invention, experimental inquiry, and decision making.

Thinking processes, constructivist practices, investigate, explore, social construction of knowledge, use of inductive and deductive reasoning, questioning the author, etc.

Yields

23%Increase!

Surprising Squares

Stage 1

Stage 3

Stage 2

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Learning Targets




Co-Teaching for Gap Closure High Yield Math Instructional Strategies.

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