Embedding Mathematics into Advanced Careers
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Transcript of Embedding Mathematics into Advanced Careers
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Embedding Mathematics into Advanced Careers
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New Jersey Entrepreneurship
Summer Teacher Training Institute
July 31, 2013
Facilitator: Kenna Barger
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Session 1 - Key Idea
Rationale for and Introduction to Seven Elements for Developing Math Lessons in CT Project Units
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Memory ActivityCEHAIBGDF 10 Seconds!
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Memory Activity
10 Seconds!
A B C
D E F
G H I
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Math 7-Element Process:
• Based on National Research Center for Career and Technical Education (NRCCTE)
• Math in CTE work.
• Includes Mathematics Design Collaborative Formative Assessment Lesson format.
Research Based
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CCSS: Standards for Mathematical Practice
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Should be emphasized in ALL projects.
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The BIG IDEA of Formative Assessment
Students and teachers
Using evidence of learning
To adapt teaching and learning
To meet immediate learning needs
Minute-to-minute and day-by-day
-Marnie Thompson and Dylan Wiliam (2008)
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The 5 Strategies of Assessment for Learning (Formative Assessment)
1. Clarifying and sharing learning intentions and criteria for success
2. Engineering effective discussions, questions and learning tasks that elicit evidence of learning
3. Providing feedback that moves learners forward
4. Activating students as the owners of their own learning
5. Activating students as instructional resources for one another
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Math Framework: “7 Elements” for Enhanced CT Programs
1. Introduce the CT math lesson2. Assess math awareness3. Work through embedded example4. Work through related, contextual example5. Work through traditional math examples.6. Students demonstrate their understanding.7. Formal Assessment
Combining the NRCCTE & MDC Model
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Math Framework: “7 Elements” for Enhanced CT Programs
Element #1: Identify the Math
This happens in two places:
1st Mathematics Common Core College- and Career- Readiness Standards listing
2nd Within the project (just-in-time) where the math lesson begins.
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Math Framework: “7 Elements” for Enhanced CT Programs
Element #2: Pre-Assess the MathKey points: Pre-assesses the math identified in element #1
Provides evidence of current, individual student knowledge and possible misunderstandings.
Occurs day prior to element #3
Not graded or returned prior to element #5
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Math Framework: “7 Elements” for Enhanced CT Programs
Element #3: Work Through an Embedded Contextual Example
Key Points: Collaborative activity in homogeneous groups Designed to “learn” the math through engagement Showcased within project context, providing “purpose” Student driven
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Math Framework: “7 Elements” for Enhanced CT Programs
Element #4: Work Through Additional Contextual Example(s)
Key Points:
Expand what was learned in element #3 to additional scenario
Deepen understanding in context
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Math Framework: “7 Elements” for Enhanced CT Programs
Element #5: Work Through Traditional Math Problems
Key Point:
Increases opportunities for transferability of math concepts / skills identified in element #1 to other contexts
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Math Framework: “7 Elements” for Enhanced CT Programs
Element #6: Students Demonstrate Their Understanding
Key Point:
Apply the math learning to project deliverables.
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Math Framework: “7 Elements” for Enhanced CT Programs
Element #7: Formal Assessment
Key Points:
Include math problems in the end of project assessment
Problems should be written both in project context and void of context (as they might appear in math classroom)
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Session 2 - Key Idea
CT & Math Teacher work collaboratively to find and examine seven element math lessons in Course I projects.
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Math Framework: “7 Elements” for Enhanced CT Programs
1. Introduce the CT math lesson2. Assess math awareness3. Work through embedded example4. Work through related, contextual example5. Work through traditional math examples.6. Students demonstrate their understanding.7. Formal Assessment
Combining the NRCCTE & MDC Model