Georgia Performance Standards Days 3 and 4: Classroom Implementation 8 th Grade Mathematics.

Georgia Performance Standards

Days 3 and 4: Days 3 and 4: Classroom ImplementationClassroom Implementation

88thth Grade Mathematics Grade Mathematics

Contact InformationContact Information

Georgia Department of Education1754 Twin Towers EastAtlanta, Georgia 30334

Janet Davis [email protected]

Massie McAdoo, Ph.D. [email protected]

Peggy Pool [email protected]

• Name Card:– First Name or Nickname

• Contact Information:– Name– System/School– E-mail Address (in place of signature)

Getting AcquaintedGetting Acquainted

Group Norms and Group Norms and HousekeepingHousekeeping

Group Norms:• Ask questions• Work toward solutions• Honor confidentiality• Meet commitments or

let others know if you are struggling

Housekeeping:•Parking Lot

•Phone calls

•Rest rooms

•Breaks

•Lunch

The National Council of Teachers of Mathematics Annual Conference will

be in Atlanta March 21-24, 2007.

• http://www.nctm.org/meetings/atlanta/• Member cost: $205

• Non-member cost: $281

Plan to Attend!

GCTMGCTM

• Annual Conference at Rock Eagle: October 17-19, 2007

Apply to be a speaker and/or plan to attend!

GCTMGCTM• Middle School Math Tournament:

April 21, 2007

• Summer Academy: June 13-15, 2007

• Annual Conference at Rock Eagle: October 17-19, 2007 Apply to be a speaker and/or plan to attend!

Other Announcements?Other Announcements?

Redelivery ReflectionsRedelivery Reflections

• Successes

• Questions

• Concerns

Standards Based Education Standards Based Education ModelModel

GP

SG

PS

GP

SG

PS

(one or more)

StandardsElements

(one or more)

StandardsElements

Stage 1Identify Desired Results(Big Ideas) Enduring Understandings

Essential Questions

Skills and Knowledge

Stage 1Identify Desired Results(Big Ideas) Enduring Understandings

Essential Questions

Skills and Knowledge

All above, plusTasksStudent WorkTeacherCommentary

All above, plusTasksStudent WorkTeacherCommentary

Stage 2Determine Acceptable

Evidence(Design Balanced Assessments)

(To assess student progress toward desired results)

Stage 2Determine Acceptable

Evidence(Design Balanced Assessments)

(To assess student progress toward desired results)

Stage 3Plan Learning Experiences and

Instruction(to support student success on assessments,

leading to desired results)

Stage 3Plan Learning Experiences and

Instruction(to support student success on assessments,

leading to desired results)

All aboveAll above

Overview of Overview of Days 3 & 4Days 3 & 4

• Describing the Standards-Based Classroom

• Facilitating the Standards-Based Classroom

• Designing Lessons to Support the Standards-Based Classroom

Essential Question 1Essential Question 1

What does a standards-based mathematics classroom look like?

Math Lab LessonMath Lab Lesson

• What did you hear in the news bulletin?

• Why are some of those things still regarded as controversial?

Heartbeats

The StandardsThe Standards

• Key content standards

• Related content standards

• Process standards

• Concepts and skills to maintain

What did you see in What did you see in this lesson?this lesson?

What should we see?What should we see?

• Warm-up

• Mini lesson, opening, setting the stage

• Work period, activity period

• Summary, closing

Role of the teacher:Role of the teacher:

Plan authentic learning experiences.

Talk less, listen more.

Provide solid foundations in math to promote application of skills and knowledge.

Role of the teacher:Role of the teacher:

Circulate through the classroom, facilitating math discussions.

Provide clarification when necessary.

Ask questions that encourage reasoning and making connections.

Role of the teacher:Role of the teacher: Establish classroom procedures to promote effective management of small groups of differentiated learners.

Participate in ongoing assessments of all learners.

Role of the students:Role of the students:

Work individually, in pairs, or small groups to complete a task.

Gather data, share ideas, look for patterns, make conjectures, and utilize problem-solving strategies.

Explore mathematical relationships and make connections to real life experiences. Ask questions and look for solutions.

Role of the students:Role of the students:

TRADITIONAL STANDARDS-BASED

What does the teacher do?What does the teacher do?

• textbook guides instruction

• spends most of the time telling – whole group

• seeks the “ONE” right answer from students

• standards and curriculum map guide instruction

• spends most of the time facilitating – small group

• asks more open-ended / application questions


What does the teacher do?What does the teacher do?

• teaches only specific procedures

• discourages student interaction/discussion• asks mostly knowledge-level questions

• encourages students to use problem solving strategies

• encourages students’ questions, explanations, and discussions

• asks more high-level questions

TRADITIONAL STANDARDS-BASED• work alone

• focus on only getting the right answer

• practice procedures

• memorize facts for tests

• work in flexible groups or pairs• use reasoning to justify their answers and solutions

• understand and apply concepts, as well as, facts• solve problems and look for real life connections

What do the students do?What do the students do?


What do the students do?What do the students do?

• use pencil, paper, and worksheets

• show knowledge by writing down numbers

• use manipulatives, graphic organizers, and games

• show knowledge both orally and written

• one way to show an answer

• use multiple representations for solutions (pictures, models, diagrams, words, etc.

What does a standards-What does a standards-based middle school math based middle school math

classroom look like?classroom look like? Flexible cooperative groups of children Hands-on learning experiences “Productive” noise Differentiation of processes and products is

encouraged within tasks Student works with teacher commentary are available

for student reference Multiple representations of solutions are valued Balanced approach to concepts, skills, and problem

solving


How do you facilitate the standards-based mathematics

classroom?

Water PumpTask Time!Water PumpTask Time!

As you work this task, keep in mind what needs to be done to

• foster student involvement and cooperation in all classroom activities; and

• establish a productive working environment.

Well Facilitated ClassroomsWell Facilitated Classrooms

Teachers must:

• foster student involvement and cooperation in all classroom activities; and

• establish a productive working environment.

Table TalkTable Talk

What needs to be done in order to foster student involvement and cooperation in all classroom activities?

Be prepared to share.

“It takes just as much energy to achieve positive results as it does to achieve negative results. So why waste your energy on failing when that same amount of energy…

… can help you and your students

SUCCEEDSUCCEED.”

Harry K. Wong 1998

“Each child is living the only life he has – the only one he will ever have. The least we can do is not diminish it.”

- Bill Page

“Parents are sending us the best kids they have. They are not keeping the good ones at home.”

- Larry Lezotte

RoutinesRoutines

These are things that students automatically do without the teacher needing to prompt or supervise.

ProceduresProcedures

• These must be explained in a clear and concise manner.

• These must be rehearsed, practiced, done over and over and over again until they become routines!

• These must be reinforced by reminding the students of the expectation and experiencing it.

“You seemingly waste a little time at the beginning to gain time at the end.”

- Lim Chye Tin

Homework

Tonight please find and read from your participant’s guide the article from Mathematics Teaching in the Middle School April 2000 entitled Never Say Anything a Kid Can Say!.

Be prepared to share your top three points of interest tomorrow morning.

Welcome to Day 4

Never Say Anything a Kid Can Say!


What is important when developing a lesson plan?

What is important?What is important?• Bringing the “big ideas” to life

• A focus on learning, rather than teaching

• Helping students to understand, not just remember the understanding of others

• Incorporating a variety of different teaching strategies

Instructional PlanningInstructional Planning

• Be extremely familiar with grade-level standards

• Lessons

–Identify standards

–Determine acceptable evidence

–Plan instruction

Criteria for Good TasksCriteria for Good Tasks

• Involves significant mathematics

• Can be solved in a variety of ways

• Elicits a range of responses

• Requires communication

• Stimulates best performance

• Lends itself to a scoring rubric

Making Instructional DecisionsMaking Instructional Decisions

Consider

Where are we going? Why?

What is expected?

How will we hook and

hold student interest?

How will we equip students to explore and experience?

How will we organize and sequence the

learning?

How will we tailor learning

to varied needs, interests, styles?

How will students self-evaluate and reflect on their

learning?

How will we help students rethink,

rehearse, revise, and

refine?

Multiple RepresentationsMultiple Representations

Pictures

Tables

WordsSymbols

Graphs

Task

Crossing the River

Heartbeats

Staircase

Water Pump

Crossing the River

Bungee Jump

Pick a UnitPick a Unit

• Work with a partner or a small group.

• Decide on a unit for your lesson.

• Use a task in the framework as your desired result or assessment.

• Use the four parts of a good lesson to design a lesson.

Sharing Our LessonsSharing Our Lessons

Jigsaw Groups

Wrapping UpWrapping Up

• What have you learned over the past two days?

• What do you need next?

• How will you redeliver this module on classroom implementation?

Discussion of Redelivery Discussion of Redelivery Action PlanAction Plan

• Determine your goal for redelivery.

• Determine time allotted.

• Develop timeline of activities.

• List resources and ideas.

Days of Training• Implementation Year One

– Day One: Standards, Content, and Curriculum Mapping

– Day Two: Assessment– Days Three and Four: Classroom

Implementation

• Implementation Year Two – Day Five: Differentiation– Day Six: Examining Student Work– Day Seven: On-line Survey

AssignmentAssignment

• Bring student work for the “?? Could it be one of the three tasks from today???” task along with completed permission forms.

• Bring four copies of another task from the Eighth Grade Framework and four copies of student work for that task along with permission forms.

Student Work SampleStudent Work Sample

Contact InformationContact Information

Georgia Department of Education1754 Twin Towers EastAtlanta, Georgia 30334

Janet Davis [email protected]

Massie McAdoo, Ph.D. [email protected]

Peggy Pool [email protected]

Georgia Performance Standards Days 3 and 4: Classroom Implementation 8 th Grade Mathematics.

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Transcript of Georgia Performance Standards Days 3 and 4: Classroom Implementation 8 th Grade Mathematics.