Presentation on theme: "Mathematics Professional Development for Middle Schools"— Presentation transcript:
1 Mathematics Professional Development for Middle Schools Fulton County SchoolsMathematics Professional Development for Middle SchoolsAugust 12, 2010Essential Question:How do we use the FCS Mathematics Curriculum to facilitate student mastery of the standards?
2 Norms for Today Cellphones Restrooms Active Participation Professionalism
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 FourHigh Leverage Practices for Increasing Student AchievementAn Instructional Framework
6 The Big FourClassroom ManagementContent PlanningInstructionAssessment for Learning
7 Classroom Management Students learn best in classes where … there are few class disruptions,students are on taskexpectations are posted and followed by studentsthe 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 PlanningStudents 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/misunderstandingsCreate a unit content mapUse 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 bedirect,rigorousand 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 studentsCheck for understanding throughout the class periodFrequently monitor and provide precise feedback on student learningInvolve students as their own assessors
14 What’s Direct About Direct Instruction? Fulton County Schools Mathematics Professional Development for Middle SchoolsAugust 12, 2010What’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 notHave participants sort list and discuss solutions laters
16 Our Goals: Fulton County’s vision is for students to master the curriculum,to be nationally competitiveto 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- negotiableWhat is good for kids
17 Direct InstructionA method for organizing instruction so that students acquire, retain, and generalize new learning in an efficient and effective manner.Teacher-directed instructional approachIncludes 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 IntentionsCommunication of Success CriteriaBuild Commitment and EngagementTeacher Presentation StrategiesGuided PracticeClosureIndependent Practice
20 Lesson OpeningIgnites student thinking about the standards clarifies the purpose of learning,Sparks interest, activates the brain,Engages studentsAssesses 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 OpeningCommunication 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 PeriodInvolves 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.
27 What it is What it is not Teacher Directed Teacher Modeling Highly StructuredExplicit TeachingEmphasizes both skills and conceptsCarefully Articulated Sequenced LessonsBreaking Task Down Into Small StepsSmall-Group InstructionAllowing Independent Practice and Individually Paced InstructionConstant Interaction Between Teacher and StudentStudents uncover mathematical ideas without teacher inputTeachers do not make sure students’ questions get answeredStudents figuring out what to do on their ownLecturing from textbookTeaching a basic skill in isolation from meaning or contextDrill and KillTeacher CenteredBoring and AlienatedBasic Skills OnlyDiscuss as a whole group
28 Video ClipThe “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 InformationFulton County Schools Mathematics Dept. 786 Cleveland Ave, SW Atlanta, GA Pamela Seda, Ph.D., Crystal Hilton - HS, Dina Savage - MS,