Presentation on theme: "Resource Binder Project Part C: Tracing the Big Idea in Your Textbook Program Meeting the Needs of All Learners December 6, 2010 Melissa Hedges Judy Winn."— Presentation transcript:
Resource Binder Project Part C: Tracing the Big Idea in Your Textbook Program Meeting the Needs of All Learners December 6, 2010 Melissa Hedges Judy Winn Beth Schefelker
Tracing the Big Idea: Step 1 Description, Analysis and Classification of Polygons (20 minutes) You may work with at least one other person from your same grade and with the same textbook program. (max group size 4) Use the information from Part C on the Resource Binder chart with a description of the lessons in your curriculum. Compare the lessons, strengths and weaknesses that each of you found connected to the Big Idea as presented in your book. What suggestions would you make to improve the way this idea is presented in the text?
Differentiation Considerations: Student characteristics Interests Success in large groups, small groups, and partner work Prior knowledge in math Reading level, etc. Comfort with discussions
Differentiation Considerations: Student Characteristics Potential language concerns Need for support at receptive and/or expressive aspects Need for attention to vocabulary, wording Need for support with directions Potential memory concerns Need for REALLY, REALLY strong connections Potential behavioral issues Need for motivating, clear tasks
Differentiation Considerations: Student Characteristics Potential visual spatial concerns Need for attention to salient features Need language cues Potential math anxiety concerns Need for building self-confidence
Differentiation Considerations: Student(s) and Content Where are the students’ understanding in relation to the Big Idea? How might the students’ characteristics present barriers? How might you address these barriers? How can they be addressed in context of this lesson in the context of group instruction?
Differentiation Considerations Content Process Product
Considering suggestions in your curriculum: Do they…… Make it so that all students are challenged in a way that supports their learning? Keep the work intriguing? Provide the support the students need? Provide more than merely “more of the same?” Seem to be viable options?
Description, Analysis and Classification of Polygons Tracing the Big Idea: Part C Step 2 Suggestions for Differentiations (25 minutes) Analyze the suggestions for Differentiation as presented in your textbook program. What are the strengths and weaknesses of the suggestions offered? Based on what we have learned about how reaching all students, what other suggestions might you make to support students? Complete the last section of your Resource Binder Chart.
Resource Binder Entry #1: Pulling It All Together Use the tabs to create the first entry of your resource binder. Make sure to include all of the parts as outlined in the syllabus (p. 5). As A Learner of Mathematics A: Paper (or revised paper) about the experiences you had in this class that helped you increase your understanding and confidence regarding the Big Idea As A Teacher of Mathematics B: Determining where your students are (Tricky Triangles Assessment)… C: Tracing the Big Idea in your textbook AND Differentiation Options/Suggestions Due: December 7, 2010
Criteria for Grading Resource Binder Part A (As a learner of mathematics….) Background of your estimation of geometry content understanding about polygons when you started the course. Perspective of how your understanding of the Big Idea grew and what factors contributed to the development of your new knowledge (i.e. class activities, readings, homework) Clear, organized, thoughtful
Part B (Assessment – through Tricky Triangles – of your students) Evidence of carefully analyzing the data from the Tricky Triangles assessment Reflection incorporates activites, readings and/or homework ideas when considering implications for instruction. Clear, organized, thoughtful
Part C (Lesson Analysis and Differentiation) Document textbook and grade level Lesson Analysis Clear summary of the lessons/progression of ideas Evidence of applying important understandings from class activities, readings, homework into your understanding of Features of Polygons in thinking about the strengths and weaknesses of the lessons and in making your own suggestions Clear, organized, thoughtful
Part C (Lesson Analysis and Differentiation) Suggestions for Differentiation Summary and analysis of the suggestions for differentiation as presented in the book (note strengths and weaknesses). Comments and suggestions reference discussions, activities, and articles discussed in class regarding students who struggle. You can include topics covered in class last year, (vocabulary, scaffolds, barriers). Clear, organized, thoughtful
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