1. Planning and Teaching
Chapter 1-4

2. The instructor role involves 4 basic function
Planning
Teaching
Assessing
Analyzing

3. Planning
Good plans give you the security of knowing what you will do and say, of having interesting activities and materials ready for the children’s use and or anticipating what children might do

4. Levels of Planning
Broad -set out your goals and objectives for the year
Unit- topics, how much time per topic
Daily- road map

5. Teaching Investigative- problem based
- develops problem solving skills
- learn new concepts
- deepen understanding of
previously learned skills

6. Teaching
Direct instruction– teacher wants to communicate specific knowledge
Introduce new vocabulary
Teach specific procedures

7. Teaching
Explorations--Teacher provides series of activities or explorations, for students to simultaneously work either independently or small groups around the room.

8. Do I Understand the Math That I Am Teaching?
Students’ understanding of math, their ability to use it to solve problems, and their confidence in, and disposition toward, math are all shaped by the teaching they encounter in school……
Teachers must know and understand deeply the math they are teaching and be able to draw on that knowledge with flexibility in their teaching tasks

9. Do I Understand…..
Teachers must be proficient at a much deeper level than their students in order to teach math well.
Teachers with a strong content knowledge are better able to develop their students’ conceptual understanding of math by providing multiple representations of the same concept.

10. Do I Understand……
Teachers with a strong content knowledge are more likely to connect the math being taught to daily life and to other content area.
You won’t be able to teach for understanding if you don’t have a strong understanding your self.

11. Assessments
What is the difference between diagnostic, formative and summative assessment?

12. Diagnostic Diagnostic Assessment
Diagnostic assessment can help you identify your students’ current knowledge of a subject, their skill sets and capabilities, and to clarify misconceptions before teaching takes place Knowing students’ strengths and weaknesses can help you better plan what to teach and how to teach it.

13. Diagnostic Types of Diagnostic Assessments
Pre-tests (on content and abilities)
Self-assessments (identifying skills and competencies)
Discussion board responses (on content-specific prompts)
Interviews (brief, private, 10-minute interview of each student)

14. Formative Assessment
The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:
help students identify their strengths and weaknesses and target areas that need work
help faculty recognize where students are struggling and address problems immediately

15. Formative Assessment
generally low stakes, which means that they have low or no point value. Examples of formative assessments include asking students to:
draw a concept map in class to represent their understanding of a topic
submit one or two sentences identifying the main point of a lecture
turn in a research proposal for early feedback

16. Summative
The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.
Summative assessments are often high stakes, which means that they have a high point value.

17. Summative cont. Examples of summative assessments include:
a midterm exam
a final project
a paper
a senior recital
Portfolio
Chapter test
Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.

18. Formative Assessment

19. Standardized Testing