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# Presented by Sharon Keegan Director of Mathematics CREC Magnet Schools BUILDING CAPACITY IN TEACHING ALGEBRA THE FLIPPED PD.

## Presentation on theme: "Presented by Sharon Keegan Director of Mathematics CREC Magnet Schools BUILDING CAPACITY IN TEACHING ALGEBRA THE FLIPPED PD."— Presentation transcript:

Presented by Sharon Keegan Director of Mathematics CREC Magnet Schools BUILDING CAPACITY IN TEACHING ALGEBRA THE FLIPPED PD

Allows the teacher to customize which workshops they need according to their individual needs Algebra content in the CCSS begins in earnest in middle school Lack of district/school PD days for content area focus Meets the requirements of SEED, 4A: Engaging in Continuous Professional Growth Reflection Using Feedback Initiative and Leadership WHY THE FLIPPED PD?

RESOURCE

TEACHERS LEARN: KEY ALGEBRAIC CONCEPTS EFFECTIVE TEACHING STRATEGIES FOR HELPING STUDENTS LEARN ALGEBRA ADDRESS TOPICS WITH WHICH STUDENTS TYPICALLY HAVE DIFFICULTY GOALS AND EXPECTATIONS FOR THE FLIPPED PD

Decide on a workshop Complete the workshop at your own pace and convenience Conduct the lesson in your classroom Post your reflections on Edmodo to share feedback with colleagues Submit evidence of completion by completing going further questions & homework assignment in your journal to CREC Director of Mathematics Upon verification of completion, a certificate will be issued to the teacher. Share your certificate with your evaluator as evidence of professional growth PROCESS

In these activities, you will learn ways that students can: Analyze a problem situation and write an equation to model the information. Use drawings and pictures to help them generalize and write a formula. Determine if different formulas are equivalent. Understand the meaning of area and perimeter, and their relation to each other. Solve linear equations using manipulatives. Solve linear equations using algebra. Check and verify that the solution to an equation is correct. LEARNING OBJECTIVES FOR WORKSHOP 1

Part 1: Translating Words Into Symbols In this lesson students will recognize patterns and represent situations using algebraic notation and variables. Part 2: Linear Equations In this lesson, students use manipulatives to represent visually the steps they take to obtain a solution to an algebraic equation. They develop an understanding of the connections between the solution involving manipulatives and the symbolic solution. WORKSHOP #1 VARIABLES AND PATTERNS OF CHANGE

WATCH VIDEO WORKSHOP 1, PART 1 http://www.learner.org/vod/login.html?returnurl=/worksh ops/algebra/workshop1/index.html&pid=2096

A What aspects of cooperative learning did you see as being particularly effective in this lesson? B Discuss the students misconceptions concerning area and perimeter relationships. C How did the students resolve these misconceptions by the end of the lesson? D Discuss students use of informal language in the video. In what ways might teachers help students move beyond informal language? E Discuss the significant differences between the two problems Janel posed. In what ways did the second problem build on the first? FDiscuss Janels teaching strategy and style. What specific examples of effective teaching stood out in your mind as you watched the lesson?

WATCH VIDEO WORKSHOP 1, PART 2

A Discuss the use of the cups-and-chips model. What concepts did it help students understand better than they might have had they not used manipulatives? B Discuss whether or not adding a negative chip to both sides of the equation is the same as subtracting a chip from both sides of the equation. How does the cups-and-chips model reinforce the algebraic steps the students use? C Discuss the method of checking answers that Jenny used as compared with the method Miriam Leiva endorsed. Are the two methods significantly different? D Discuss the way Jenny rotated students through stations as a way to practice solving equations. What were some of the benefits of this approach? E Discuss Jennys use of white boards as a teaching strategy in her class. What other strategies might have a similar benefit? FDiscuss the importance of having students use the cups-and-chips model and write the algebraic steps at the same time.

ADDITIONAL STEPS WHEN READY http://www.learner.org/resources/series66.html 26 half hour videos on how algebra is used for solving real-world problems. Clear explanations of concepts that students often struggle with. Includes applications in geometry and calculus. 1. Introduction 2. The Language of Algebra 3. Exponents and Radicals 4. Factoring Polynomials 5. Linear Equations 6. Complex Numbers 7. Quadratic Equations 8. Inequalities 9. Absolute Value 10. Linear Relations 11. Circle and Parabola 12. Ellipse and Hyperbola 13. Functions 14. Composition and Inverse Functions 15. Variation 16. Polynomial Functions 17. Rational Functions 18. Exponential Functions 19. Logarithmic Functions 20. Systems of Equations 21. Systems of Linear Inequalities 22. Arithmetic Sequences and Series 23. Geometric Sequences and Series 24. Mathematical Induction 25. Permutations and Combinations 26. Probability

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