Presentation on theme: "Quote “The aim of education should be to teach us rather how to think, than what to think - rather to improve our minds, so as to enable us to think for."— Presentation transcript:
Quote “The aim of education should be to teach us rather how to think, than what to think - rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men.” ~Bill Beattie ~
Agenda Part I: What’s your objective? Domains 1 and 3 review Part II: Cylinder Activity Part III: FfT and CCSS connection Part IV: Brainstorm, how does this look in my room?
NORMS OF THE ROAD DRIVE ON YOUR SIDE OF THE ROAD SIGNAL WHEN TURNING KEEP WITHIN THE SPEED LIMIT DO NOT TAILGATE NO U TURNS NO TEXTING WHILE DRIVING YIELD TO ONCOMING TRAFFIC On the Road Again
Part I: What’s your objective? Planning and Preparation 1c review
You Talk a Mile a Minute The subject is Domain 1
Domain 1: Planning and Preparation 1c: Establishing Instructional Outcomes 1e: Designing Coherent Instruction Domain 2: Classroom Environment 2b: Establishing a Culture for Learning 2d: Managing Student Behavior Domain 4: Professional Responsibility 4a: Reflecting on Teaching 4c: Communicating with Families Domain 3: Instruction 3b: Using Questioning and Discussion Techniques 3c: Engaging Student in Learning The 8 Essential Components
Domain 1 1c. Setting Instructional Outcomes (page 51/54) Value, sequence and alignment Clarity Balance Suitability for diverse learners 1e. Designing Coherent Instruction (page 55/60) Learning Activities Instructional Material and resources Instructional Grouping Lesson and Unit Structure
Domain 3 3b. Quality of Questions (page 79/82) Quality of Questions Discussion Techniques Student Participation 3c. Engaging Students in Learning (page 55/60) Learning Activities Instructional Material and resources Instructional Grouping Lesson and Unit Structure
In your corners, take three minutes to talk about why you think your chosen cylinder holds the most. Chart your rational. Be prepared to share why you think the one you chose holds the most. Include reasoning for NOT choosing the other cylinder/s. What could you use to prove or disprove your hypothesis? Explain why you selected your cylinder. Be prepared to share out, you will have 30 seconds to justify your stand.
Cylinder Investigation What must be true, for your thinking to be correct? If your thinking is not correct then what are the results? Give it a Go!
Outcomes What happened? What did you notice? Why do you think that happened?
:00 5 Cylinder Challenge Your group’s challenge is to use one sheet of paper to create a cylinder that would hold the most popcorn ever! You have only five minutes!
Pictures Written Symbols Manipulative Models Real-World Situations Oral Language Linking to Research/Literature Connections between Representations Adapted from Lesh, Post, & Behr, 1987 Which of these happened?
Linking to Research/Literature Research has shown that children who have difficulty translating a concept from one representation to another are the same children who have difficulty solving problems and understanding computations. Strengthening the ability to move between and among these representations improves the growth of children’s concepts. Lesh, Post, & Behr, 1987
So what’s “The Big Idea?” 1. What were your behaviors? 2. What were the facilitator’s behaviors? 3. Identify which hypothesis was proven. 4. What concepts and or skills did you use? 5. How does this relate to the real world?
Reflect How does this activity connect to the Frameworks for Teaching? Specifically components and elements for 1c, 1e, 3b, and 3c. What Common Core State Standards for mathematical practices were addressed? What Common Core Writing Standards were addressed?
Part IV: Brainstorm, how does this look in your class?
Head, Heart and Foot Head- What are your thought? Heart- What do you feel? Foot- What will be your action?