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!!