1. UMath X Common Core Standards Address The Texas TEKS Introduction

2. Outline ●Model Digital Learning -slide 3
- video & access
- methods - Within UMath X Menu - Within Texas TEKS Menu
●Model Blended Learning -slide 16
- frameworks for learning model implementation
●Model Tiered Learning -slide 22
- strategies to accommodate learning
●Model Professional Learning in K to Alge1 -slide 27
- handson
●Assessment -slide 33
- data module - depth & flexibility
●The Learning Environment -slide 35

3. Model Digital Learning
is the 10th version of “Understanding Math”.
blends a digital approach and resources aligned to many curricula for k to algebra 1.
models strategies in scaffolded learning environments:
- to build the math capacity of students.
- to provide individual progress monitoring.
- to support the professional learning of the teacher.

4. Digital Learning Principles
concrete to pictorial to abstract
multiple representations
interactivity and audio
mistake is an opportunity to learn
pacing is controlled by the learner
learning is scaffolded
Use any browser & Key in the URL
Play the NLS Video - UMath X Navigational Tutorial
Frameworks for Learning
3 Part Lessons
Start - Work at it - Reflect

5. UMath X For a GLIMPSE, now LOG into Use any browser & key in the URL …
Generic Username Login … student
Password … student2015 or
Generic Username Login … teacher
Password is … teacher2015
Later, we will also log in as a:
Principal and/or District Leader

6. Try this path & Note the Digital Learning Principles
CLICK
Try this path & Note the Digital Learning Principles

7. Try this path & note the Digital Learning Principles.
CLICK
Try this path & note the Digital Learning Principles.

8. Try this path.

9. Try this path.

11. CLICK The UMath X Menu is converted into the TEKS Menu.
Then navigate to
1.3.E.ii
The UMath X Menu
is converted into
the TEKS Menu.

13. Generic URL .. www.neufeldlearning.com/preview
Generic Login .. student
Generic Password .. studentpwd

14. Then navigate to 6.3.B.i in TEKS Menu.
The UMath X Menu
is converted into
the TEKS Menu.
CLICK
Then navigate to
6.3.B.i in TEKS Menu.
The UMath X menu is based on a CONCEPTUAL FOCUS.
It allows student and teacher to follow a CONCEPTUAL PATH rather than an often disjointed grade focus.
It is flexible in that one can focus on concepts in a certain grade and conceptual scaffolding over a number of grade levels.

15. Hence one can reach a particular lesson in 2 ways:
through the UMath X menu
through the Texas TEKS menu

16. Model Blended Learning
Frameworks are …
3 Part Lessons to Model Implementation of UMath ( (

17. Find and print the framework below:
Find and select it at … (

18. Find and Print a Framework:
Method 1: Find and select it at …
Method 2: Select from the TEKS Menu E.ii .. & click on “frameworks”
Find & select the appropriate framework below. (

19. Frameworks (3 Part Lessons for Blended Learning)(

20. Frameworks (3 Part Lessons for Blended Learning)(

21. Frameworks (3 Part Lessons for Blended Learning)(

22. Model RtI with Tiered Frameworks
(Strategies to Accommodate Learning)
Model RtI with Tiered Frameworks ( (

23. Example of Tiered Frameworks
Access - TEKS 7.9.C
..on computer
.. 3 part outlines
on 2 pages

24. Tiered Frameworks… online”

27. Build it .. Draw it .. Talk it .. Write it .. then .. OWN IT!
Modelling .. K to 5
Build it .. Draw it .. Talk it .. Write it .. then .. OWN IT!
Our 3 Part Presentation

28. Model Differentiated Instruction
Subtract with Regrouping & VerticalSubtract
Fraction Introduction
Multiply Proper Fractions
Decimals to Tenths, Hundredths
Find Frameworks at
for each of these 6 stations. Some frameworks are tiered.
Within your group:
work though tiered framework
discuss content
discuss instruction (
Adding Fractions
Equivalent Fractions (

29. Hilighted Paths are for 5 Stations in Previous Slide.
Each path has .. 2 menus and frameworks. ( (

30. Modelling - 6 to algebra 1
Proportions in a
“Smarter, Not Harder”
Blended RTI Approach

31. Model Differentiated Instruction
Ratio Tables Introduction
Linear Relation Elastic /Walker
Estimation Using Proportions
Graphs with/without
A Scale
Find Frameworks at
for each of these 6 stations. Some frameworks are tiered.
Within your group:
work though frameworks
discuss content & instruction
discuss “intensive math” outline (
Proportion
Scale Drawing
Similar Triangles
Slope (

32. Hilighted Paths are for 4 Stations in Previous Slide.
Each path has .. 2 menus and frameworks. ( (

33. Assessment A student logs in and clicks on the test icon.(see above)
The Test Selection Menu will appear. Click on the Curriculum tab. The following appears.
Click on .. 5th Grade .. and select one of the TEKS .. TEKS 5.3 Numbers & Operations

34. Learning from Results www.neufeldlearning.com/texas
At end of test, the student clicks on item 23 in Summary and info below appears.
At the end of the test, a Summary Page appears. Above is part of a possible Summary Page.
The student clicks on item 14. The student receives information below.

35. The Learning Environment
Teachers
School Leaders
Parents
Curriculum
Students

36. ..to.. Change the Mindset Remember How Understand Why
The Emphasis is on:
•students doing mathematics.
•students demonstrating thinking and learning.
•students grapple with challenging tasks in a diverse learning environment
Remember How
..to..
Understand Why

37. “Active learning practices have a more significant impact on student performance than any other variable.
Instructional Paradigm Shift
Dr. Brigid Barron and Dr. Linda Darling-Hammond, Stanford University
Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning

38. … is what you do when you don’t know answers.
Good Mathematics ...
… is what you do when you don’t know answers.
more than “persevering”
more than “engaging”
is “productive” struggling
Too many feel that if we do not “get it” in the first few seconds that we will NEVER get it!
We need to be able to “grapple”.
“Grappling” is much more than “persevering” and “engaging”
In “grappling” one is in competition with him/her self.
… is … “GRAPPLING”
ie … in competition with oneself.

39. Productive Math Talk Moves
Revoicing
Show me another way?
Repeating
How are these same/different?
Reasoning
What would you do if…?
Adding On
What else could you have done?
Waiting
Why did you…?
Effective Questions
Students articulate their own ideas and consider peer perspectives as a way to construct understandings.

40. is the KEY The Teacher Teach in New Ways Lead to Understand
Go Deep to Understand
Unpack the Math
Broad Ability Ranges
Differentiate
Parent Expectations
Challenge for teachers (juggling)
Broad ability ranges within a class
Need for differentiated instruction - RTI
Wide range of literacy skills
Diverse learning styles
Teachers are being asked to teach in ways that they were never taught.
Need to “go deep” and teach with understanding.
Unpack familiar math concepts to lead to understanding.
Require knowledge of an explanation of a concept.
Understand methods and solutions different from their own.

41. Role of the School Leader
Support Teachers
Teach for Understanding
Answers are
Important
but
Not Sufficient
Communicate
with Parents
Teachers do
not provide
all answers.
Students are encouraged to
“Grapple”
convince teachers to teach for understanding.
prepare parents for the fact that teachers may not be providing all of the answers.
prepare parents that students will be grappling with challenging material.
note answers are important but not sufficient.

42. Videos - Navigation, Frameworks www.neufeldlearning.com
Call or
FINALLY..
UMath X Preview Access
login - student password - student2015
Videos - Navigation, Frameworks
Professional Learning:
Contact
- A Ellerbee ..
- R Neufeld ..
- Dr M Kendall ..
- M Pankratz ..
-B Mathies ordering