Presentation on theme: "Nevada Educator Performance Framework"— Presentation transcript:
1 Nevada Educator Performance Framework N E P FNevada Educator Performance Framework(A little music for a few seconds)Welcome.The objective of today’s presentation is to continue informational training on the Nevada Educator Performance Framework for Mathematics instruction for Standard 4.*****Southern NevadaRegional Professional Development ProgramSecondary MathematicsStandard 4 Part 2
2 Once again, we will refer to this handout of high leverage standards. This chart will be used as a reference for all of the standards and indicators.*****
3 Standard 4 Module for Mathematics Part I – What and WhyGoal 1: What is Standard 4?Goal 2: What are the indicators for Standard 4?Part II – Implications for MathematicsGoal 3: What activities/instruction in the classroom would provide evidence of them?Goal 4: What specific plans can be designed to implement them?In Part 2 of this presentation we will discuss the Implications for Math teachers.*****
5 Learning is often not the outcome of all our teaching *****
6 Teach so students will have meaningful learning experiences *****
7 NEPFStandard 4Teacher and all students under-stand what students are learning, why they are learning it, and how they will know if they have learned it.1Teacher structures opportunities for self-monitored learning for all students.2Students Engage in Metacognitive Activityto Increase Understanding of andResponsibility for Their Own LearningNow, let’s review the specific Indicators for Standard 4They focus onstudents’ understanding of the learning goals and why and how they will know if they have learned itteachers providing opportunities and guidance for students to self-monitor their learningstudents taking ownership of actions to self-monitor their learningTeacher supports all students to take actions based on students’ own self-monitoring processes.3
8 NEPF: Evidence Indicators (Handout)Please take a look at the handout provided.These are the evidence indicators associated with standard 4.Using this chart you can see ...*****
9 Main sources of evidence include: MandatoryDirect evaluator observationPlus at least one from other sourcesOther SourcesTeacher pre/post conferenceLesson plansStudent classroom interviewsStudent workStudent feedback (e.g., survey, writing)Teacher notes**** that mandatory evidence will come from direct evaluator observation and other sources.Most indicators have alternatives that can be counted as evidence. ****These other sources can be addressed during a teacher pre/post conference.*****
10 Demonstrating Evidence TEACHERS In teacher planning:What plans do teachers make to include communicating goals, performance criteria, and purpose of the lesson?Do lesson plans show a variety of strategies (or specific strategies) to guide students to think about thinking?In class (teacher talk):Does teacher provide instruction to students in self-monitoring strategies?Is the teacher providing time for student strategy use, talking to students about what/why they are doing the lesson, discussing what to do next, sharing strategies with class?Administrators will be looking and listening for certain things as they observe classroom instruction and evaluate teaching.****In response, we might address the following questions:PAUSEFor the teacher:In teacher planningIn class*****
11 Demonstrating Evidence STUDENTS In student work:What artifacts demonstrate self-reflection tools?Are students making margin notes, reorganizing information creating representations, or seeking assistance?Are students clear about learning goals and performance criteria?In class (student talk):How are students interacting, responding and engaged in the tasks and activities?Are students seeking assistance, conducting investigations, or revising learning strategies based on their own evaluation?Administrators will be looking and listening for student-centered evidence as they observe classrooms.****In response, we might address the following questions:PAUSEFor the students:In student workIn class*****
12 When students are metacognitive, they understand… 1themselves as learnersa given taska variety of strategies and how to use them in a variety of situations(Jetton & Dole, 2004)When students are metacognitive, they understand…themselves as learners****
13 From Research to Practice For students to understand themselves as learners:Teach students that their ability to learn is not a fixed quantity—they can shape their own intelligenceHelp students to understand their learning style(s) and look at the intelligences
14 Resources: Students can shape their own intelligence. Have students:Read the article “You Can Grow Your Intelligence”Investigate mindset (see following slides)Watch TED video “The Power of Belief”Reflect on the Michael Jordan Nike commercialDiscuss Math AnxietyThese resources can be used to support the importance of mindset and shaping intelligence.Pause****
15 Responses to Many Situations are Based on Mindset Fixed Intelligence Mindset ResponseGrowth Intelligence Mindset ResponseChallengesAvoidEmbraceObstaclesGive up easilyPersistTasks Requiring EffortFruitless to tryPath to masteryCriticismIgnore itLearn from itSuccess of OthersThreateningInspirational
17 Math Anxiety When people worry about math, the brain feels the pain. Brain scans show that in those with high levels of math anxiety, the same areas of the brain that react when we feel pain, react in anticipation of doing math.The buzz in the fear center interferes with problem solving and critical thinking.
18 Who Wants to be a Millionaire? When watching the video, watch forA contestant exhibiting math anxietyThe host modeling math “think aloud”The nature of the game is metacognitive!Contestants are asked to assess how confident they are in their knowledge:Yes (I’m sure that I know the answer)Phone a friend/Ask the audience (I am not positive about the correct answer )
19 How do we help students overcome math anxiety? Michael Serra gives a talk called "How to Teach Math Anxiety" at Key Curriculum Press' Ignite event at the CMC-North Asilomar conference.How do we teach math anxiety?Watch…..
20 From Research to Practice For students to understand themselves as learners:Teach students that their ability to learn is not a fixed quantity—they can shape their own intelligence.Help students to understand their learning style(s) and look at Gardner’s multiple intelligences.Possible Resources (Refer to Standard 2 Resources )Have students:Determine their learning style preferenceKnow that there are different “intelligences”. . . Help students understand their learning styles****For resources refer to standard 2
21 When students are metacognitive, they understand… themselves as learnersa given taska variety of strategies and how to use them in a variety of situations(Jetton & Dole, 2004)2When students are metacognitive, they understand…a given task
22 Teachers need to be explicit in communicating Learning goals(What)Purpose of the lesson(Why)Performance Criteria(How students will know if they have learned it)Direct link to indicator 1 ( it actually is Indicator 1)
23 Understanding a taskEngage students in establishing target and setting goals using:Questions for students to ask themselves as they plan, monitor and evaluate their thinkingWrappersEvaluation of test resultsDo students understand what they will be learning?We will take a look at
24 METACOGNITION consists of three basic elements: Developing a Plan of actionMaintaining/monitoring the planEvaluating the planMetacognition consists of three basic elements:***
25 Before - When you are developing the plan of action, ask yourself: What, in my prior knowledge, will help me with this particular task?In what direction do I want my thinking to take me?What should I do first?Why am I doing this problem?How much time do I have to complete the task?
26 During -When you are maintaining/ monitoring the plan of action, ask yourself:How am I doing?Am I on the right track?How should I proceed?What information is important to remember?Should I move in a different direction?Should I adjust the pace depending on the difficulty?What do I need to do if I do not understand?
27 After - When you are evaluating the plan of action ask yourself: How well did I do?Did my particular course of thinking produce more or less than I had expected?What could I have done differently?How might I apply this line of thinking to other problems?Do I need to go back through the task to fill in any "blanks" in my understanding?Adapted from Strategic Teaching and Reading Project Guidebook. (1995, NCREL, rev. ed.).
28 Self-Monitoring Strategies A New Tool: Wrappers Accurate self-monitoring is quite difficult.Many students are over-confident.A Wrapper is:a tool for teaching self-monitoring behavior.an activity that surrounds a pre-existing learning or assessment task and fosters students’ metacognition.a tool that can be built around (wrapped around) any pre-existing part of a course (lecture, homework, test).
29 Why Wrappers Work Time efficient (students and faculty will use them) Students are doing the task anywayWrapper only adds a few minutes of timeMetacognition practice is integrated with the taskStudent are self-monitoring in the context where it is neededFeedback on accuracy can be built inWrapper support can be gradually fadedResearch shows even minor interventions that frame a task in a new way can significantly change behavior
30 Lecture Wrappers Before lecture, present tips on active listening How they work:Before lecture, present tips on active listeningAfter lecture, students write 3 key ideas from lecture on index cardsInstructor gives his list of 3 key ideas for students to self-check
31 Homework WrappersHow they work:Instructor creates self-assessment questions that focus on skills students should be monitoringStudents answer questions just before homeworkStudents complete homework as usualAfter homework, students answer similar self-assessment questions and draw their own conclusions“Now that you have completed this homework, how quickly and easily can you solve similar problems…?”
32 Exam WrappersHow they work:Upon returning a graded exam, students completed exam reflection sheet in classReport study strategies, analyze errors, identify new approaches as neededBefore the next exam, sheets returned to students for review and consideration, and students make a study plan
33 Wrapper ResultsStudents’ responses for “key ideas” in the lecture increasingly matched the instructor’s (across 3 successive lecture wrappers): 45%, 68%, 75%Most students identified the homework wrappers as helping them to see the value in homework. It was also noted by the overconfident student that there was the need to do more.Students self-identified new approaches for exam preparation.
34 Another Strategy: Post Exam Reflection After students take exam and receive their grades, they take a few moments for reflectionSee the resource “Post Exam Reflection” under NEPF secondary math resources atTry to associate study habits with exam performanceEncourage students to figure out what they don’t know and how to study in more effective ways
35 This is an abbreviated example of a post-exam reflection resource on the website.
36 Another strategy: Testing Choices Let students pick a few questions on the multiple-choice portion (say 3 of 25) that won’t be graded (a way to show students that you understand that they may not grasp everything right away).However, students must answer all questions—and to exempt a question from grading, students must give a reason they are selecting that question: “I don’t remember the material” or “I was able to narrow it down to two possibilities, but not one” or “I didn’t study this” or “I’m not confident of my answer”.
37 When students are metacognitive, they understand… themselves as learnersa given taska variety of strategies and how to use them in a variety of situations(Jetton & Dole, 2004)When students are metacognitive, they understand…a variety of strategies and how to use them in a variety of situations3
38 Students Understand a Variety of Strategies The teacher should explicitly teach different strategies for “how to learn” in the following areas:Organizing InformationComprehending information/finding the important informationStudying informationFinding informationThinking about information
39 Resource: Learning How to Learn Insert picture of document and where to find it.This is another abbreviated sample of a resource that is posted – Strategies for Learning how to learn.A close look at this resource shows that teachers are already incorporating strategies to a certain degree.The challenge here is to explicitly choose strategies and design lessons that focus on providing opportunities for students to “learn how to learn.”For example, look at strategies for organizing informationAnd strategies for understanding
40 Resource: Learning How to Learn Learning how to learn includes strategies for remembering informationVisuals,Mnemonic devicesFlash cards,Peer discussions
41 Resource: Learning How to Learn Strategies for finding information and thinking about information can provide more opportunities for practice with self-monitoring student learning.For example, students can use internet and other resources to look for additional information. When studying the naming of angles by measure, students may benefit from looking up “reflex angle” to make connections to interior/exterior angles, polygons, and tesselations.When teachers provide all of the facts and procedures, an important component of learning how to learn is missed.
45 Learn How To Learn What, Why, Goals NEPF - Standard 4What, Why, GoalsTeacher and all students under-stand what students are learning, why they are learning it, and how they will know if they have learned it.1Students Engage in Metacognitive Activityto Increase Understanding of andResponsibility for Their Own LearningTeacher structures opportunities for self-monitored learning for all students.2Learn How To LearnNow, let’s review the specific Indicators for Standard 4They focus onstudents’ understanding of the learning goals and why and how they will know if they have learned itteachers providing opportunities and guidance for students to self-monitor their learningstudents taking ownership of actions to self-monitor their learningOpportunites and actions for student self-monitoringTeacher supports all students to take actions based on students’ own self-monitoring processes.3
46 For additional NEPF resources rpdp.netSelect NEPFEducators get more specific information or resources on the NEPF by visiting RPDP’s website at*****