2. “Teaching should be such
that what is offered is
perceived as a valuable gift
and not as a hard duty”
-A. Einstein
3. “…the teacher has proven time and again to
be the most influential school-related force
in student achievement.”
-Stronge, 2007 ASCD
“Teaching, not teachers, is the critical factor “
-Bartalo, 2012
6. Before:
Our renewed Curriculum is based on a
common framework and is world-class.
7.
8. ..and: How will I activate prior
knowledge? How will I engage
learners? How will I incorporate
mathematical processes? How will
I differentiate? What formative
assessment will I use? Do I need a
preassessment? What will I do
with kids that already know?
9.
10. · Determine what belongs up front. - Since students spend most of
their days facing the front of the classroom, be very deliberate about
what you place on the walls up front. Make this primetime space
engaging, but not distracting. After all, all eyes should be on you, not
necessarily a colorful explosion of words and images that distract from
the core instruction at hand. Beth Lewis
http://ritzel.siu.edu/courses/443s/classroom/chalkboard.htm
http://www.ehow.com/how_7616186_use-chalkboard-
effective-teaching-tool.html
11. Good teaching begins with
clear learning targets from
which teachers select
appropriate instructional
activities and assessments that
help determine students’
progress on the learning
targets.
http://www.marzanoresearch.com/produ
cts/catalog.aspx?product=18
“I can”… http://supportingmath.wikispaces.com/M
athematics+Support+K-12
12. Broad Areas of Learning
Math Goals
Mathematical Process Standards
http://www.education.gov.sk.ca/math-
curricula
13. Group
Research and
Share
Concept
attainment
activity
16.
In your group, define elements of a strong
lesson.
17. How do we allow students to freely
participate?
Take ownership of their ideas
Honour each others contributions?
Understand that we need to make mistakes
in order to learn?
Respect each others’ opinions and ideas?
Listen and dialogue with respect?
Persist?
22. Multiple differentiated practices 0.7
Metacognitive Strategies 0.69
Self verbalization and questioning 0.64
Teaching through Problem Solving 0.61
Teaching study skills 0.59
Direct Instruction 0.59
Questioning 0.46
Peer Tutoring 0.55
Mastery Learning 0.56
Concept Mapping 0.57
Worked Examples 0.57
Goal Setting 0.56
Advanced Organizers 0.41
Matching Learning Styles 0.41
Cooperative Learning 0.41
Computer Assisted instruction 0.37
Web based learning 0.18
• SPDU, Supporting Equitable Outcomes for all Students; Understanding and
Closing Achievement Gaps
23.
24.
25. “Success and Failure are not
episodes; they are trajectories”
(blatantly plagiarized! Sorry!)
What do we do when they don’t get it?
Scaffolding: Model thinking, break down
problems, provide the solution ahead of time to
focus on process, start with easy steps
Specify steps, model the steps, think
aloud, provide cue sheets, guided
examples, anchor charts
Practice can offset cognitive overload by
transferring learning to long term
memory, creating automaticity and freeing up
cognitive processing for learning and problem
solving
26. Guided notes
Chunking information, including chunking
across problems
Interleaving worked examples
Riccomini, 2012
27. Summaries
Collaborative constructing of
meaning, concept mapping
Conversations around assessment, co-
creating criteria for assessment
Gallery walk
Group Hosting
28. Planning for Learning
Monitoring thinking and learning
Reflecting on learning
29. Thinking about how we think
Our ability to be conscious of our own steps
and strategies
Reflect on and evaluate our own thinking
Students of all ages and abilities can do it
Teacher supports it through establishing
classroom environment, allowing different
approaches, reminding students to focus on
learning, modeling metacognition
-SPDU
30.
31.
32. Settingand achieving goals is linked to a
sense of satisfaction
Leads to intrinsic motivation
Improves motivation and engagement
33.
34. Multiple differentiated practices 0.7
Metacognitive Strategies 0.69
Self verbalization and questioning 0.64
Teaching through Problem Solving 0.61
Teaching study skills 0.59
Direct Instruction 0.59
Questioning 0.46
Peer Tutoring 0.55
Mastery Learning 0.56
Concept Mapping 0.57
Worked Examples 0.57
Goal Setting 0.56
Advanced Organizers 0.41
Matching Learning Styles 0.41
Cooperative Learning 0.41
Computer Assisted instruction 0.37
Web based learning 0.18
• SPDU, Supporting Equitable Outcomes for all Students; Understanding and
Closing Achievement Gaps
35. I am feeling…
The most valuable thing…
From here I can…
I still wonder…
36. Lets make a plan about a promise to
ourselves and our students
Together lets develop a list of reminders;
things we’d like to walk by and notice every
day to remind us of thoughtful planning and
meaningful instruction.
Leave this list with me.
Notes de l'éditeur
Every good lesson considers what the learners are doing before, during and after instruction. Using this as a model, we will examine some of our practices: Before instruction, during instruction, and after instruction
Job 1: Know the curriculum! Plan units well ahead, including what examples you will put on the board, what assessments you will use, what you will expect students to record in their notebooks, what assignments you will give. We must plan with the end in mind. Consider assessment first. What do we need kids to know?Lessons: Do we pay attention to mathematical process? What are the multiple representations I need to meet the learning styles of all my students?Do I need manipulatives? How can I arrange opportunities for student dialogue? Understanding?Provide template for lesson planUbD templates for unit planningUnderstanding Outcomes
Play #3 and #5
Pause here and practice filling in the lesson plan if time. Flexible…come back and do this if time
Math is very visual. We need to be very deliberate about what we write down and how. Every time we write on the board we are modeling logic and reasoning to our students, as well as communicating mathematically and representing. Students with cognitive overload (weaker learners) need uncluttered space so they can focus. In the same way that we often respace their handouts or exams to have one question per page, we need to clear the work space for demonstrating mathematical process. What and how we write on the board determines what students put in their notebooks and the care they take to record it.
Offer two resources with I can statementsAdvanced Planners!
Jigsaw activity. Present your process with emphasis on that process.
Even if we are doing a lousy job of formative assessments, we are still doing our students a world of good. Distribute formative assessment ideas to groups. They can look through, choose one or two to share.Formative assessment activities become the learning. Assessment as learning
Give flip chart paper!Learning target is definedBoard is clear, students focussed and readyTitle, section, date for note taking?Begins with a question? A problem? An investigation?Preassess: Entrance slipOpportunities for students to dialogueFront load vocabulary, teach literacyModel thinkingModel logic and reasoningInvolve and engage learners. Provide responsibilitiesHave any group work tasks well planned, including delegating rolesCheck for understandingProvide examplesProvide guided practicePeer assess, partner workDifferentiate, scaffoldSummarize! Exit slip?
In math we must expect: Brainstorm!However you choose to establish these norms, you will need to revisit them from time to time
Effect Size greater than 0.4 is considered significant
Which instructional strategies do I use routinely? Which ones challenge me? Which should I commit to doing more of? What are my barriers?
If Time
If time
What could come after? Is it assessment? We could have another long discussion!**If time: I could have groups create a concept map
Many journalling ideas in their package. Writing prompts
Effect Size greater than 0.4 is considered significant