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Mathematics Professional Development for Middle Schools

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Presentation on theme: "Mathematics Professional Development for Middle Schools"— Presentation transcript:

1 Mathematics Professional Development for Middle Schools
Fulton County Schools Mathematics Professional Development for Middle Schools August 12, 2010 Essential Question: How do we use the FCS Mathematics Curriculum to facilitate student mastery of the standards?

2 Norms for Today Cellphones Restrooms Active Participation

3 PARKING LOT Good Bad Ugly Post-its note 5 minutes

4 Welcome Back “Standup for Yourself”…
Taught at a different school last year Traveled during the Summer break Never got a speeding ticket Like to cook Love chocolate Worked out at least once this week Play a musical instrument

5 The Big Four High Leverage Practices for Increasing Student Achievement An Instructional Framework

6 The Big Four Classroom Management Content Planning Instruction Assessment for Learning

7 Classroom Management Students learn best in classes where …
there are few class disruptions, students are on task expectations are posted and followed by students the majority of interactions with the teacher are positive.

8 Classroom Management STOIC
STRUCTURE/organize all school settings for success. TEACH students how to behave responsibly in those settings. OBSERVE student behavior (supervise!) INTERACT positively with students. CORRECT irresponsible behavior calmly, consistently, and immediately in the setting in which the infraction occurred.

9 Content Planning Students learn better if they have a very clear understanding of the connections between … what they have learned previously, what they are learning now, and what they will be learning in the future.

10 Content Planning Identify key essential questions and assessment items
Identify potential misconceptions/misunderstandings Create a unit content map Use the questions and content map effectively each day with students.

11 Instruction Students learn better when instruction is clear,
requires a high degree of mental engagement, and varied. Therefore, instruction should be direct, rigorous and differentiated.

12 Assessment for Learning
When students clearly understand their learning targets, and their progress toward those learning targets, they are more motivated. Additionally, when teachers clearly understand how well their students are learning content, they can make better decisions about how to differentiate and pace learning experiences in the classroom.

13 Assessment for Learning
Clearly identify acceptable evidence of student learning and communicate it to students Check for understanding throughout the class period Frequently monitor and provide precise feedback on student learning Involve students as their own assessors

14 What’s Direct About Direct Instruction?
Fulton County Schools Mathematics Professional Development for Middle Schools August 12, 2010 What’s Direct About Direct Instruction? Essential Question: How do we use the FCS Mathematics Curriculum to facilitate student mastery of the standards?

15 What it is What it is not Have participants sort list and discuss solutions laters

16 Our Goals: Fulton County’s vision is for students to
master the curriculum, to be nationally competitive to strive beyond the knowledge level (know) reach a deep understanding (application, analysis, evaluation, synthesis level) of the standards. A blueprint provides a detailed plan so that a builder can create someone else’s vision. Some things are Non- negotiable What is good for kids

17 Direct Instruction A method for organizing instruction so that students acquire, retain, and generalize new learning in an efficient and effective manner. Teacher-directed instructional approach Includes continuous modeling by the teacher, followed by more limited teacher involvement and then fading teacher involvement as students begin to master the material.

18 Visible Learning: John A. C. Hattie
How does this text remind you of something you have read elsewhere? What real world examples are you reminded of when reading this text? In what ways does this text relate to your own experiences as a teacher? Review Protocol with participants before you begin. Answer Questions as you read with a partner.

19 Direct Instruction Involves Seven Major Steps:
Communication of Learning Intentions Communication of Success Criteria Build Commitment and Engagement Teacher Presentation Strategies Guided Practice Closure Independent Practice

20 Lesson Opening Ignites student thinking about the standards clarifies the purpose of learning, Sparks interest, activates the brain, Engages students Assesses and links prior knowledge and builds prerequisites if necessary to build a foundation. What are some of the things you do in the lesson opening? Make connections ….ask questions…

21 Lesson Opening Communication of Learning Intentions (Ex: Standards, Essential Questions) Communication of Success Criteria ( Ex: Responses to Essential Questions, Rubrics, Exemplary Work) Build Commitment and Engagement (Ex: Sponge Activities, Activating Strategies) Teacher Presentation Strategies (Ex: Whole class discussions, PowerPoint Presentations Demonstrations)

22 Work Period Involves either teacher focused or student focused flexible small group, individual, pair, station, or whole group; Provides opportunities for students to make connections and build ownership; Allows for conferencing, checking for understanding, differentiating by supporting students with scaffolding, interventions or extensions; Emphasizes application of content and skills related to the Standards, essential questions, and performance tasks.

23 Work Period Guided Practice

24 Lesson Summary Promotes student reflection, synthesize, and clear up students’ misconceptions Connects back to the Standard(s) and Essential Question(s), and prepares students to work independently. S

25 Lesson Summary Closure Independent Practice

26 Planning Lessons

27 What it is What it is not Teacher Directed Teacher Modeling
Highly Structured Explicit Teaching Emphasizes both skills and concepts Carefully Articulated Sequenced Lessons Breaking Task Down Into Small Steps Small-Group Instruction Allowing Independent Practice and Individually Paced Instruction Constant Interaction Between Teacher and Student Students uncover mathematical ideas without teacher input Teachers do not make sure students’ questions get answered Students figuring out what to do on their own Lecturing from textbook Teaching a basic skill in isolation from meaning or context Drill and Kill Teacher Centered Boring and Alienated Basic Skills Only Discuss as a whole group

28 Video Clip The “Napster” is like a teacher using direct instruction because … Directing Students Learning

29 Final Thoughts…  Great teachers are intentional about where they want their students to go, and “direct” them as to when and how they are going to get them there.

30 Contact Information Fulton County Schools Mathematics Dept. 786 Cleveland Ave, SW Atlanta, GA Pamela Seda, Ph.D., Crystal Hilton - HS, Dina Savage - MS,

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