1. The RUSMP LEARNING PLAN BY Carolyn L. White

2. Background The design for the Learning Plan originated with the ideas of Betty Herbert and Anne Papakonstantinou to provide support in planning instruction organized by mathematical concepts.

3. Exploratory ActivitiesConcept Concept Development Activities Materials and Resources Procedural Knowledge and Basic Facts Originality and Creativity Student Products Written Verbal Kinesthetic Visual Assessment Related TEKS LEARNING PLAN

4. What is a concept? A concept is an idea important within the main body of mathematics that transcends time and culture. By Betty Herbert

5. Examples Multiplication Linear equations Area Slope Logarithmic and Exponential Functions

6. Value of Concept- Based Teaching Concepts are used to organize instructional units. Concept-based organization encourages broad, rich units with connections among concepts within and across the mathematics curriculum.

7. Timeless Universal Abstract Represented by 1 or 2 words Important Question: How much time will it take to cover the concept? Concepts are… Concepts are…

8. Exploring the Learning Plan RUSMP Websites has a blank and Annotated copy of a Learning Plan that can be downloaded at http://rusmp.rice.edu.

9. Selecting the Concept Think about an idea that is important to cover within the mathematic strands of: Number or Patterns, Functions, and Algebraic Reasoning.

10. Student-Centered Exploratory Activities These are introductory "hands-on" activities to introduce students to a concept. A two-team mathematical Tic-Tac-Toe game that leads students to graph ordered pairs. These activities need to foster thinking and are not worksheet exercises

11. Concept Development Activities These are student-centered activities/problems aimed at providing students with exploration experiences to develop the concept in many situations so that formal learning and deep understanding can take place.

12. Materials Examples: Algebra tiles, geoboards, Cuisenaire rods, etc., as well as, any necessary printed materials needed for the entire unit. Print materials should be referenced completely

13. Procedural Knowledge and Basic Facts Basic facts and algorithms form the computational component of the Learning Plan. They are integrated with conceptual development activities so that students develop fluency with valid and standard algorithms and basic facts. Textbook exercises and sets of procedure-based problems may be included here.

14. Student Products Student products provide opportunities for students to demonstrate their understanding of a concept in their own way. Using a rubric designed to show expectations might enhance successful completion of the product

15. Student Products Written Examples Compare the effectiveness of demonstrations with the lab gear and the balance. (Analysis) Design a journal article concerning using lab gear to develop the concept of ___________. (Synthesis) Write an editorial concerning the use of manipulatives in the math classroom. (Synthesis) Postulate three guidelines for using lab gear and evaluate their use in simplifying polynomials. (Evaluation)

16. Student Products Written Examples advertisement autobiography biography booklet book report characterization checklist classification commercial comparison critique crossword puzzle description diary dictionary editorial essay field manual guidebook handbook handouts internet search joke book journal article journal entry letter list magazine magazine article manual myth newspaper newspaper article notebook observation outline pamphlet picture dictionary play poem profile

17. Student Products Verbal audio tape recording ballad book report characterization commercial comparison conference presentation debate description dialogue song speech documentary interview jingle joke mock interview monologue musical myth radio commentary rap recording story tap

18. Types of Products Kinesthetic apparatus charade dance demonstration calculator, computer, etc dramatization experiment field trip finger puppets game game revision invention learning center mime mobile model musical paper mache puppets recipe relief map role play signing

19. Types of Products Visual banner blue print brochure bullet chart bulletin board calendar calculator activity cartoon chart collage cross-section design diorama display drawing equipment flow chart flannel board game graph information table invention map mobile model mosaic mural painting photograph picture picture dictionary poster puzzle scrapbook sculpture

20. Assessment Two Major types of assessment Assessment of Learning or Formative Assessment for Learning or Summative

21. Purposes of Assessment To improve student performance (Assessment for learning) To provide useful information to report to parents on student achievement (Assessment of learning)

22. Assessment for Learning Formative assessment is generally carried out throughout a course or project. Formative assessment, also referred to as "educative assessment," is used to aid learning. In an educational setting, formative assessment might be a teacher (or peer) or the learner, providing feedback on a student's work, and would not necessarily be used for grading purposes.

23. Where Am I Going? Provide students with a clear and understandable vision of the learning target. Use examples and models of strong and weak work. Assessment For Learning Benefits to Student

24. Where Am I Now? Offer regular descriptive feedback. Teach students to self-assess and set goals.

25. Assessment For Learning Benefits to Student How Can I Close the Gap? Design lessons to focus on one learning target or aspect of quality at a time. Teach students focused revision. Engage students in self-reflection and let them keep track of and share their learning.

26. Assessment of Learning Summative assessment is generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade

27. TEKS The Texas Essential Knowledge and Skills used throughout the concept being developed

28. Final Product Is the Learning Plan comprehensive? Does everything correlate

29. Second Part of Scoring Rubric for Learning Plan Learning Plan Presentation

30. Quiz on Learning Plan Who developed the original idea of a Learning Plan for RUSMP? A.Carol Thompson and Lynn Erickson B. Betty Herbert and Anne Papakonstantinou C. Joseph Renzulli and Robert Marzano D. Lance Berkman and Nolan Ryan

31. What is a Concept? A. A reading passage B. An idea in a unit of study that transcends time and culture C.A fruit D. None of the above

32. What is the name of the first part of the RUSMP Learning Plan that sets the stage for learning? A.Assessment B.Materials C.Exploratory Activity D. TEKS

33. What types of products are devised for students in the Learning Plan ? A. Fundamental Plays B. Written, Verbal, Kinesthetic or Visual C. Running Routes D. Products do not exist

34. Under which subheading of the Learning Plan are textbook exercises most likely to be included? A.Concept B.Exploratory C.Procedural Knowledge and Basic Facts D.Related TEKS