Presentation on theme: "“I Reflect, therefore I own my Learning.” Welcome, you are a student in my class. Please pick up your Learning Log for today and answer question 1."— Presentation transcript:
“I Reflect, therefore I own my Learning.” Welcome, you are a student in my class. Please pick up your Learning Log for today and answer question 1.
“I Reflect, therefore I own my Learning.” Ellen Duffy, Diane Jacobs, & Christi Montes taselm.fullerton.edu
Fitz Intermediate & Los Amigos High School Garden Grove, California Math Dept. is supported by an NSF grant—Teachers Assisting Students to Excell in Learning Mathematics (TASEL-M). Professional Learning Community 1) Standards Based Classrooms 2) Standard Based Common Assignments & Assessments 3) After School Intervention
“I Reflect, therefore I own my Learning.” Standards Based Math Dept. Daily Journals Student Test Reflection Interactive Notebook Graphic Organizers
Fitz Intermediate School Standards Based Math Department What does it look like?
Standards Based Common Assessments Collaboration time to develop assessments. Collaboration time to reflect on the results.
Backwards Planning Common assignments Assignments and lessons designed to lead to proficiency Student centered instructional strategies Reciprocal Teaching (RT) Pair-Share White Boards
Student Awareness of Standards Standard posted daily Standard discussed with class including connection to prior learning Students can articulate what is necessary for proficiency Student proficiency posted-star chart
Intervention for “Not Yet” Group Parent Support Administration Support
Student Reflection Daily Learning Log
Student Reflection After Test Reflection Actions that lead to proficiency Attribution retraining Metacognition
“I Reflect, therefore I own my Learning.” Reflection through an Interactive Notebook
Interactive Notebook Originated as a History tool Engages students in note taking Organizes information Transforms written concepts into visuals Makes connections between ideas Documents applying knowledge to a new situation Reflection on Learning
Interactive Notebook Phase 1 Using the Notebook as a organizational & documenting tool
Elements of an Interactive Notebook Phase 1 8 1/2 ” x 11” spiral notebook Cover Student Guideline Sheet Table of Contents Unit Title Pages Left Side/Right Side Orientation
Interactive Notebook Left hand/Right hand Orientation Right Hand Side Input side Used to record notes Testable information is here Left Hand Side Output side Processing new information
Interactive Notebook Assessment Check frequently at the beginning Utilize peer review Create a rubric that students can measure their notebooks against Stamp assignments in notebook Collect one period each day to grade.
Interactive Notebook Reasons to use Interactive Notebooks Notes are organized & used Assignments are easy to find Are valued by the students Gives students an opportunity to process new ideas and reflect on what they are learning
Phase 2 Using the Notebook as a processing & connection tool Graphic Organizers Concept Maps Flow Charts Venn diagrams Math Graffiti Charts
“I Reflect, therefore I own my Learning.” For your final reflection: Fill out questions #2,3 of the learning log and it will be your ticket out the door. All Handouts will be found at the website: taselm.fullerton.edu under NCTM presentations