Report

E DUCATOR E FFECTIVENESS A CADEMY S UMMER 2012 Day 2 How many miles did you drive to get here today? A. 5 miles or less B. Between 5 and 15 miles C. 15 to 25 miles D. Over 25 miles How many years of teaching experience do you have? A. 1-5 years B. 6-10 years C. 11-15 years D. Over 15 years Which of these describes your favorite vacation? A. Action and adventure B. Laying on a beach and reading a book C. Sightseeing D. Visiting family and friends OUTCOMES The participants will: analyze an MSDE lesson plan to determine how UDL and the Standards for Mathematical Practice are addressed. develop an understanding of the terms “Practice Forward Task” and “Integrative Task.” watch a demonstration of the Curriculum Management System. clarify their understanding of the EEA Project requirements. WARM U P Outcome The participants will make a list of the pieces of information that should be included in a lesson plan. WARM U P Rally Table What information would you include in a lesson plan? MSDE L ESSON P LAN 3 Categories • Background Information • Learning Experience • Supporting Information Background Information •Content/Course •Unit •Essential Questions/Enduring Understandings Addressed in the Lesson •Standards Addressed in This Lesson •Lesson Topic •Relevance/Connections •Student Outcomes •Prior Knowledge Needed to Support This Learning (Vertical Alignment) •Method for determining student readiness for the lesson Learning Experience SMP Addressed Component Warm Up Motivation Activity 1 •UDL Components •Key Questions •Formative Assessment • Evidence of Student Learning •Summary Details Supporting Information •Interventions/Enrichments oStudents with Disabilities/Struggling Learners oEnglish Language Learners oGifted and Talented • Materials •Technology •Resources OUTCOME The participants will analyze an MSDE lesson plan to determine how UDL and the Standards for Mathematical Practice are addressed. L ESSON P LAN A NALYSIS Focus Questions 1. In what ways do the activities in this lesson plan support the proficiencies described in the Standards for Mathematical Practice? 2. How do the activities address the needs of all learners? 3. How do the activities support the development of the content standards that the lesson plan targets? L ESSON P LAN A NALYSIS Summary 1.In what ways do the activities in this lesson plan support the proficiencies described in the Standards for Mathematical Practice? L ESSON P LAN A NALYSIS Summary 2. How do the activities address the needs of all learners? L ESSON P LAN A NALYSIS Summary 3. How do the activities support the development of the content standards that the lesson plan targets? A NALYSIS – FINAL NOTE!!! FINAL NOTE!!! Any pre-made lesson plan should be adapted to meet the needs of the students in your classroom. J UMP Take A Break!!!!! FOR J OY … Outcome The participants will become familiar : • Practice Forward Task •Integrative Task PARCC Assessment Two considerations in the design of the PARCC assessments. Some items will: •Measure multiple standards •Connect content and practices Let’s Do a Little Math L ET ’ S D O A L ITTLE M ATH x 53 yards 81,000 square feet= 9,000 square yards 9000 120 2 x 53 2 x 120 yards x x Total area = 9000 6360 346 x 4 x 2 4 x 346 x 2640 0 2 x 346 346 2 4 4 2640 2 4 7.0546966 yards The dimensions of the rectangular area 134 yards by 67 yards “L ET ’ S D O A L ITTLE M ATH ” E VALUATING THE P ROBLEM Evaluate the problem for the mathematical content that the problem assesses by answering the following questions. To complete this problem successfully : •Which mathematical concepts must a student understand? •Which mathematical skills must a student be able to use? “L ET ’ S D O A L ITTLE M ATH ” E VALUATING THE P ROBLEM Which behaviors described in the Standards for Mathematical Practice would come into play as a student solves this problem? Practice Forward Task A task that is intentionally designed to elicit one or more Standards for Mathematical Practice in connection to specified content standards. PARCC Definition Frayer Model for Practice Forward Task Definition (in your own words) A type of math task that will appear on the PARCC assessments that will provide evidence as to how well a student can use the math practices. Practice Forward Task Facts/Characteristics •Will be tied to content •Would be difficult to complete without engaging in the practices •Can assess more than one practice at a time Practice Forward Task Practice Forward Task Example A physics professor says “Of course it is easy to see that v2 L0 1- 2 = 0 c when v = c .” • Give a possible explanation in terms of the structure of the expression on the left why the professor might say that. P RACTICE F ORWARD TASK Practice Forward Task Non Example If 3 y 1 8, then what is the value of y? Frayer Model for A type of math task that will appear on the PARCC assessments that will provide evidence as to how well a student can use the math practices. •Will be tied to content •Would be difficult to complete without engaging in the practices •Can assess more than one practice at a time Practice Forward Task A physics professor says “Of course it is easy to see that v2 L0 1- c2 =0 when v=c .” • Give a possible explanation in terms of the structure of the expression on the left why the professor might say that. If 3 y 1 8, then what is the value of y? Integrative Task A task that may best be coded to a cluster heading, domain or grade or course rather than a specific standard. PARCC D EFINITION I NTEGRATIVE TASK I NTEGRATIVE TASK Conceptual Category: Number Domain : Quantities Standards N.Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. ★ N.Q.2 Define appropriate quantities for the purpose of descriptive modeling. ★ N.Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. ★ I NTEGRATIVE TASK Conceptual Category: Algebra Domain : Creating Equations Standards A.CED.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. A.CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. I NTEGRATIVE TASK Conceptual Category: Algebra Domain :Reasoning with Equations and Inequalities Standards A.REI.4 Solve quadratic equations in one variable. A.REI.4b. Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Create a Frayer Model for Integrative Task Integrative Task Share and justify your example. I NTEGRATIVE TASK Post one example from your group (include list of Mathematical Skills addressed as justification.) Integrative Task G ALLERY WALK “T URN AND TALK ” S UMMARY Big Question How will you modify your instruction to build student capacity for successful completion of Integrative and Practice Forward Tasks? C HECK FOR U NDERSTANDING C HECK FOR U NDERSTANDING Group members should stand one behind another HOT SEAT Question #1 Which set of standards describe the varieties of expertise that mathematics educators at all levels should seek to develop in their students? HOT SEAT Question #2 The standards: •Model with Mathematics •Use Appropriate Tools Strategically •Attend to Precision are from of which set of Standards? HOT SEAT Question #3 Which type of task is intentionally designed to elicit one or more Standards for Mathematical Practice in connection to specified content standards? HOT SEAT Question #4 The three principles of Universal Design for Learning call for instruction that provides Multiple Means of: Principle I: ____?___________ Principle II: ____?___________ Principle III: _____?__________ HOT SEAT Question #5 Which type of task is best coded to a cluster heading, domain or grade or course rather than a specific standard? HOT SEAT Question #6 Which Unit Plan component would include information on prior learning that supports the learning of the standards in the unit? BREAK T I M E C URRICULUM M ANAGEMENT S YSTEM Outcome The participants will watch a demonstration of the Curriculum Management System. P ROJECT Outcome The participants will clarify their understanding of the EEA Project requirements. P ROJECT Project Choices Professional Power Development Point Module Professional Development Module Enrichment Activity Intervention Activity UDL Activity UDL Activity Enrichment Activity U NTIL TOMORROW … Now, it’s time to be creative, thoughtful, and productive as you tackle your Project and prepare to share it tomorrow! Have fun!!