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Instructional Shifts with PA Core Math good teaching matters. elements of the workshop model,

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Presentation on theme: "Instructional Shifts with PA Core Math good teaching matters. elements of the workshop model,"— Presentation transcript:

1 Instructional Shifts with PA Core Math good teaching matters. elements of the workshop model,

2 Why are we talking about changing Math Instruction? O PA Core Standards O Content Standards O Mathematical Practices Standards O Perseverance O Construct viable arguments; construct reasoning of others O Evaluation Model  student-centered learning

3 Major Shifts in PA Core for Mathematics

4 Rigor Conceptual Learning FluencyApplication

5 Workshop Model

6 “First we must love music or literature or mathematics or history or science so much that we cannot stand to keep that love to ourselves. Then, with energy and enthusiasm and enormous respect for the learner, we share our love.” Katherine Paterson

7 Considerations & Underlying Principles O Math students need mentors. O You only get good at what you do. K. Anders Ericcson O Interacting in a learning community allows students to learn from each other and you, the teacher. Vygotsky’s Zone of Proximate Development O All students can learn. Assessments show us not what kids are learning but how we are teaching.

8 Considerations & Underlying Principles, cont’d O Students need to move to independence through work with mentor texts, teachers and peers. O The language we use creates agency and a community of learners, of which the teacher is part. O Use language to create agency and cast students in the role of the mathematician. O Intentional planning includes intentional language. Choice Words, Peter Johnson

9 The Demo Lesson Will Introduce the …. O Architecture of a Minilesson O Architecture of Conferencing O Small Groups/Table Groups O Strategy Groups

10 Classroom & Instructional Structure Plan for Student Independence with Materials Materials are available Students are expected to access materials independently Routines Support Workshop Model Location for mini lesson Grouping strategies are INTENTIONAL and focused

11 Structure of the Minilesson O Approximately 10 minutes O Teacher-directed instruction O Typically, no student questions during the minilesson O Establish a gathering place to establish routine and community, and set the line of demarcation between instruction and workshop O Four lesson parts (lengths can be varied) O CONNECTION O TEACH O ACTIVE ENGAGEMENT O LINK

12 CONNECTION HOW DOES THE LESSON FIT INTO THEIR LIVES AND/OR THE WORK THAT YOU’RE DOING (OR HAVE DONE)??? Starts with: Mathematicians ….. Connection: I’m going to show you … Today’s Demo Lesson: The Paint Story

13 TEACH TEACHING POINT Starts with: Mathematicians, I’m going to teach you … Today I’m going to teach you that when considering solutions, experienced mathematicians can draw a picture to help them visualize the problem. Demonstrate using a mentor text (text/problem can be self- designed, curriculum based or from another student) Examples: strategy, algorithm, skill May include open thinking, intentional error, role-play Demonstrate the METACOGNITIVE PROCESS! Today’s Demo lesson: Dog Fence Problem

14 ACTIVE ENGAGEMENT A BRIEF OPPORTUNITY FOR STUDENTS TO TRY WHAT YOU’VE TAUGHT Often begins with: “Let’s try … “ Strategies include: Turn & Talk (reciprocal conversation) Math notebook work Brief experimentation period Anchor Charts

15 LINK BRING CLOSURE TO MINILESSON BY LINKING WHAT THE CLASS HAS LEARNED TO WORKSHOP EXPECTATIONS AND GOALS May start with: “You’ve already learned … and today you will try one more strategy” or “ I’d like everyone to try this strategy and see how it helps you.” DO THE WORK IN A MENTOR TEXT PRIOR TO ESTABLISHIG WORK Small group and workshop expectations Set parameters Set accountability measures Set goals

16 What is an Anchor Chart? Charts & Lists organize, consolidate, and make available what students are learning so that they can utilize the strategies & information independently. If we want students to refer to charts, we need model this behavioral in our mini-lessons, conferences and small group instruction.

17 Conferencing RESEARCH - “How’s it going …?” “Show me where you’ve done that … “ COMPLIMENT Name what the student has done and what you want the student to continue to do Compliments should be personal and specific. AN EXTREMELY UNDERUTILIZED MOVE TEACH – What can I teach that will help the student be a better mathematician “What I want to teach you is …..” “Let me show you ….” (use math notebook/reference text) LINK Rearticulate the strategy that you’ve taught & build in accountability. “I expect you to ….”

18 3-2-1 One model of conference groups in a class period – conference with 6 students in a variety of groupings. O Conference with 3 students in a strategy group. O Conference with 2 students in a table group. O Conference with 1 student individually. By the end of the week, teach will have conferenced with each student in the class and individualized instruction/strategies for that student.

19 Other Lesson Components O Mid-Workshop Interruption O “Focus on me for a second ….” O Use a teacher share or clear up a misconception O Teacher Share / Wrap-Up O Highlight good work to solidify concepts O Review Teaching Point

20 Questions? Thoughts?

21 Next Steps?

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