N E P F
Nevada Educator Performance Framework
Southern Nevada
Regional Professional Development Program
www.rpdp.net
Secondary Mathematics
Standard 2 Part 2
Standard 2 Module for Mathematics
Part 1 – What and Why
 Goal 1: What is Standard 2?
 Goal 2: What are the indicators for Standard 2?
Part 2 – Implications for Mathematics
 Goal 3: What activities/instruction in the classroom
would provide evidence of this standard?
 Goal 4: What specific plans can be designed to
implement this standard?
Standard 2:
Learning tasks
have high
cognitive
demand for
diverse
learners
NEPF: Evidence Indicators
Main sources of evidence
include:
Mandatory
Direct evaluator observation
Plus at least one from other sources
Other Sources
Teacher pre/post conference
Lesson plans
Student classroom interviews
Student work
Student feedback (e.g., survey, writing)
Teacher notes
Demonstrating Evidence
LOOK FORS
In teacher planning:
LISTEN FORS
In class (teacher talk):
What are the understandings How are students engaged
teachers have about their
according to the indicators?
students that guide the
planning of lessons?
In student work:
In class (student talk):
What is the quality and depth How are students interacting,
of the work students are
responding and engaged in
doing in the lesson?
the tasks and activities?
Historically….
….teachers have used a onesize-fits-all approach to
deliver instruction.
Every student heard and did
the same thing.
OUR TEACHER
HAS AN
INTERESTING
THEORY….
HE SAYS TEACHING
IS LIKE BOWLING
ALL YOU DO IS ROLL
THE BALL DOWN THE
MIDDLE AND HOPE YOU
AFFECT MOST OF THE
STUDENTS
HE MUST BE A
TERRIBLE BOWLER!
Animal School
 http://www.youtube.com/watch?v=QJeyNywDxPc
Today . . .
Effective teachers must adjust to
address student differences.
We must design tasks and implement
research-based strategies that
motivate all students to learn and
maximize student achievement.
Learning Pyramid
Let’s take a look at research-based
strategies that are used in classrooms and
see how they affect our students’ memory
retention rates.
Discussion
Teaching Others
Using the provided list
identify the least
effective teaching
method and place it at
the top of the pyramid.
Place the most
effective teaching
method at the base of
the pyramid.
Lecture
Demonstration
Audiovisual
Reading
Practice Doing
The Learning Pyramid
Lecture
Passive Learning
Reading
Audiovisual
Demonstration
Discussion
Active Learning
Practice Doing
Teach Others
While the standard is not negotiable,
the road to it is.
How do we design
instructional strategies
(learning tasks) in a way that we
create
high cognitive demand for
diverse learners?
Small changes may have…
great impact
on learning!
 Video PIANO STAIRS
 http://search.yahoo.com/search;_ylt=AgI4hVeoMI
8XJUFpiba4bU.bvZx4?p=fun+theory&toggle=1&cop
=mss&ei=UTF-8&fr=yfp-t-171
We can change the way we address . . .
• CONTENT: What students learn
• PROCESS/ACTIVITIES: Strategies through
which students makes sense of
understandings and skills
• PRODUCTS: How students demonstrate and
extend what they have learned
• LEARNING ENVIRONMENT: Varied
resources and flexible grouping structures
Based on the student’s . . .
• READINESS: Pace of learning,
dependence on the teacher or
independence
• INTERESTS: What the students enjoy
• LEARNING PROFILE: Learning
preference, multiple intelligence
preferences
Let’s Look at Alternative Avenues
for Active Learning
Lecture
Passive Learning
 Cooperative learning activities
 Peer Teaching
 Explaining concepts
 Projects
Active Learning
 Demonstrating solutions
Reading
Audiovisual
Demonstration
Discussion
Practice Doing
Teach Others
Alternate avenues:
• Mix whole group/small group/independent
instruction
• Use learning modes (auditory, visual
kinesthetic) to present content
• Create learning centers representing
• varied ability groups to reteach ideas
• different learning styles
• CCSS Mathematical Practices
Alternate avenues:
(continued)
Provide activities that have students…
 Identify similarities and differences
 Summarize and take notes
 Create visual representation
 Use cooperative learning
 Apply graphic organizers and cues
Modify by giving students choice
where possible
 Journal topics/writing topics
 Varied graphic organizers
 Working alone or together
 Tiered assignments/assessment
 Centers/stations
 Projects
 Student presentations
 Games
Explore specific activities that
allow choices:
•
•
•
•
•
Menus
Tic Tac Toe
RAFT
Jigsaws
...
• See Resources List
“Traditional”
Given
conditions
Unique
Strategy
Unique
solution
“Open Middled”
Given
conditions
Various
Strategies
Unique
solution
“Open ended”
Given
conditions
Various
Strategies
Various
solutions
Rewriting Questions
• A total of thirteen
bicycles and
tricycles traveled
past my window
today. Together
they had a total of
31 wheels. How
many were bicycles
and how many
were tricycles?
• I saw at least one
bicycle and at least one
tricycle travel past my
window today. I saw 31
wheels altogether.
What are some
combinations of
vehicles that might have
passed by my window?
Rewriting Questions
Jack bought these items
at the grocery store: 1
loaf of bread for $1.26,
2 pounds of apples at
$0.59 per pound, and 3
cans of cat food for
$0.33 per can. How
much did the purchase
cost?
Jack needs bread, apples,
and cat food. Bread costs
$1.26 per loaf, apples cost
$0.59 per pound, and cat
food costs $0.33 per can.
Jack only has $10.00. What
are some combinations of
purchases that Jack can
make?
Nevada Academic Content Standards
include the
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving
them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the
reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
reasoning.
Resources for NEPF Standard 2
can be found at
www.rpdp.net
Math > High School or Middle School
Take a moment…
Think of one change you
could make that would
incorporate more
“Active Learning”.
For additional NEPF
resources
rpdp.net
Select NEPF