Coherence

Coherence Coherence - Start

2015-11-20 40K 40 0 0

Coherence - Description

It is about “making math make sense”. Day 2. Secondary Mathematics. August 1, 2012. Reflections on Day 1. Reflections from Day 1. Greater understanding of the instructional shifts. Learning helped improve classroom rigor. ID: 199343 Download Presentation

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Coherence




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Presentations text content in Coherence

Slide1

Coherence

It is about “making math make sense”

Slide2

Slide3

Day 2

Secondary Mathematics

August 1, 2012

Slide4

Reflections on Day 1

Slide5

Reflections from Day 1

Greater understanding of the instructional shifts

Learning helped improve classroom rigor

More opportunities to get up and move around

Different ways of presenting information

Norms

Please feel free to talk to me/ask any clarifying questions off-line.

Slide6

Math Snacks

Slide7

Math Snacks

“Smart and yummy educational animations, mini-games, and interactive tools that help mid-school learners better understand math concepts.”

www.mathsnacks.com

Slide8

Math Snacks

Scale Ella

7.G.1 – Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

Watch Video

Complete Handout

Discuss

Slide9

Standards for

Mathematical Practice

Slide10

Essential Question

How do the Standards for Mathematical Practice positively enhance my students’ mathematical experiences ultimately increasing their mathematical proficiency?

Slide11

Objectives

Study and analyze the eight Standards for Mathematical Practice;

Describe desired student behaviors which model the Standards for Mathematical Practice;

Identify desired teacher behaviors to help support student learning via the Standards for Mathematical Practice;

Construct a plan to incorporate the Standards for Mathematical Practice more effectively in their classrooms.

Slide12

Standards for Mathematical Practice

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

Construct

viable arguments and critique the reasoning of others.

Model with mathematics.

Use appropriate tools strategically.

Attend to precision

.

Look for and make use of

structure

.

Look for and express regularity in repeated reasoning.

Slide13

Standards for Mathematical Practice

Each person is assigned to review one Standard for Mathematical Practice

Underline the verbs in that Standard for Mathematical Practice

What do you notice about the kinds of verbs contained the Standards for Mathematical Practice?

Slide14

Standards for Mathematical Practice

Using your capture sheet, quietly reflect and write down the desired student and teacher behaviors that exemplify that Standard for Mathematical Practice.

Find another person who has the same Standard for Mathematical Practice as you do. Compare notes and capture new/additional information on your capture sheet.

Slide15

Standards for Mathematical Practice

BREAK

Slide16

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of others

5. Use appropriate tools strategically

8. Look for and express regularity in repeated reasoning

7. Look for and make use of structure

6. Attend to precision

4. Model with mathematics

Standards for Mathematical Practice

Slide17

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of others

5. Use appropriate tools strategically

8. Look for and express regularity in repeated reasoning

7. Look for and make use of structure

6. Attend to precision

4. Model with mathematics

Group 1

Group 2

Group 3

Group 4

Slide18

Standards for Mathematical Practice

Your pair will join another pair to form a quad. (1&6, 2&3, 4&5, 7&8)

Share information and discuss

Chart your observations on chart paper

Conduct a Gallery Walk

We will regroup to debrief the learning.

Focus on the desired student behaviors and desired teacher behaviors for each Standard for Mathematical Practice.

Slide19

Action Planning

How will

you address the Standards for Mathematical Practice at your school/in your classroom?

Which standards will be easier to implement than others?

Which standards will be more difficult to implement and why? How will you address those concerns?

How will you build teacher capacity and share this information at your school with colleagues?

Slide20

Lesson Plan / Task Practice

Slide21

Lesson Plan / Task Practice

Individuals or Groups will get chance to practice a part of a lesson/task in front of the group.

Slide22

Lesson Plan / Task Practice

Protocol

(20

minutes

)

Presenter(s) will have

up to 10

minutes to share a portion of their lesson and/or task. Audience is quiet. Presenter(s) provide a focusing question to help shape feedback.

Presenter will have up to 2 minutes to share with the audience one thing they would do the same and one thing they would do differently.

Audience will have

up to 6

minutes to write down

and share feedback

Presenter(s

) will

have 2 minutes

to reflect and specifically address the feedback.

Slide23

Task Practice Debrief

Protocol

(20

minutes

)

Presenter(s) will have

up to 10

minutes to share a portion of their lesson and/or task. Audience is quiet. Presenter(s) provide a focusing question to help shape feedback.

Presenter will have up to 2 minutes to share with the audience one thing they would do the same and one thing they would do differently.

Audience will have

up to 6

minutes to write down

and share feedback

Presenter(s

) will

have 2 minutes

to reflect and specifically address the feedback.


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