N E P F N evada E ducator P erformance F ramework Southern Nevada Regional Professional Development Program Standard 3 Part 1 Secondary Mathematics

Standard 3 Module for Mathematics Part 1 – What and Why Goal 1: What is Standard 3? Goal 2: What are the indicators for Standard 3? Part 2 – Implications for Mathematics Goal 3: What student learning tasks would provide evidence of the standard? Goal 4: What specific tasks can be designed and/or adjusted to implement them?

Do All Students Learn the Same Way?

Learning Activities The Retention, Application, and Transfer of Knowledge and Skills

The Retention, Application, and Transfer of Knowledge and Skills If actively involved, the retention increases to 50% of what they say. (Participating in a discussion, constructing viable arguments, peer-collaboration) 75% of what they practice by doing. (Simulating the real experience, practicing skills and concepts) 90% of what they teach others. (Doing a presentation, teaching concepts to others)

NEPF – Standard 3 Students Engage in Meaning Making through Discourse and Other Strategies

NEPF Standard 3 Students Engage in Meaning Making through Discourse and Other Strategies Classroom environment enables collaboration, participation and a positive, affective experience for all students. 4 Opportunities for ALL students to create and interpret multiple representations that engage student thinking. 2 Opportunities forextended,productiveDISCOURSEbetween theteacher andstudent(s) andamong students. 1 Use existingknowledge andprior experience tomake connectionsand recognizerelationships tofurther acquisitionof skills. 3

How can teachers use engagement activities to include…. interactive dialogue? meaning-making? explaining, critiquing? logic and evidence to support or refute a claim? Where can teachers find relevant and worthwhile activities? What is meant by “ extended productive discourse”? Indicator 1 How can a teacher... provide opportunities for extended, productive discourse?

How do we create tasks that challenge students to create and use representations such as... What is meant by “ create and interpret multiple representations ”? Indicator 2 How can teachers... provide opportunities for students to create and interpret multiple representations? graphs maps videos representations patterns concept maps models diagrams writing digital and print media images

Do students bring information to school from their personal experiences of... family and language backgrounds? knowledge of the world? text variety? multimedia skills? How can teachers help students use prior knowledge to draw analogies to support understanding of ideas? What is meant by “ connections to prior knowledge ”? Indicator 3 How can teachers... assist all students to use existing knowledge and prior experience to make connections?

How does the classroom environment influence the extent to which students can engage in making meaning? What aspects of classroom environment need to be addressed to create a positive experience? What is meant by “ classroom environment conducive to collaboration and participation ”? Indicator 4 How can teachers... structure the classroom environment to enable positive collaboration and participation?

A couple of sample videos Student engagement Discourse (Teacher-student, student-student) Making meaning Classroom environment/structure

How do students learn through collaborative group work? collaborative-groups?fd=1 collaborative-groups?fd=1

The wingman for-engaging-students

Did these videos address.. Working collaboratively? Discourse? Viable suggestions/arguments? Sharing ideas/thoughts? Productive discourse Multiple representations Prior knowledge and experience Conducive environment for collaboration Students Engage in Meaning-Making through Discourse and other Strategies

Summary Students Engage in Meaning Making through Discourse and Other Strategies

Next Steps...Part 2 What are some current learning activities that can be altered to effectively implement this standard? What might this look like in your classroom? Where will evidence of Standard 3 be found in our individual practice? How might effective implementation of Standard 3 affect student outcomes?

For additional NEPF resources rpdp.net Select NEPF