Module 5 - Nassau BOCES

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Integrating Initiatives
Module 5
Presenters:
Dr. Regina Cohn
Dr. Robert Greenberg
Activating Schema: Shifts in Practice
6 Shifts in ELA/Literacy
Balancing Informational and Literary Text
Building Knowledge in the Disciplines
Staircase of Complexity
Text-based Answers
Writing from Sources
Academic Vocabulary
6 Shifts in Mathematics
Focus
Coherence
Fluency
Deep Understanding
Applications
Dual Intensity
2
ELA/Literacy Shift 1:
Balancing Informational and Literary Text
What the Student Does…
•Build content knowledge
•Exposure to the world
through reading
What the Teacher Does…
•Balance informational &
literary text
•Scaffold for informational
texts
•Apply strategies
•Ask “What is connected?”
3
ELA/Literacy Shift 2:
6-12 Knowledge in the Disciplines
What the Student Does…
•Build content knowledge
through text
What the Teacher Does…
•Shift identity: “I teach
reading.”
•Handle primary source
documents
•Stop referring and
summarizing and start reading
•Find Evidence
•Slow down the history and
science classroom
4
ELA Shifts 1 & 2 – Table Talk
Popcorn Style: Name a non-fiction text
you’ve recently seen a teacher using
effectively
5
ELA/Literacy Shift 3:
Staircase of Complexity
What the Student Does…
What the Teacher Does…
•re-read
•more complex texts at every grade
level
•read material at own level to enjoy
reading
•give students less to read, let them
re-read
•tolerate frustration
•more time on more complex texts
•provide scaffolding and strategies
6
ELA Shift 3 – Table Talk
Think about a classroom where you’ve
seen a teacher effectively teaching a grade
level complex text.
Popcorn Style: Share one teacher behavior
that makes a close reading of a grade level
complex text effective.
7
ELA/Literacy Shift 4: Text Based Answers
What the Student Does…
What the Teacher Does…
•find evidence to support an
argument
•facilitate evidence-based
conversations about text
•form own judgments and become a
scholar
•plan and conduct rich conversations
•keep students in the text
•conduct reading as a close reading of
the text
•identify questions that are textdependent, worth asking about and
•engage with the author
exploring
•spend much more time preparing for
instruction by reading deeply
8
ELA/Literacy Shift 5: Writing from Sources
What the Student Does…
What the Teacher Does…
•generate informational texts
•spend much less time on personal
narratives
•make arguments using evidence
•organize for persuasion
•compare multiple sources
•present opportunities to write from
multiple sources
•give opportunities to analyze,
synthesize ideas.
•develop students’ voice so that they
can argue a point with evidence
•give students permission to reach and
articulate their own conclusions
about what they read
9
ELA Shifts 5 & 6 – Table Talk
In two sentences or less, share a
recent example of students
engaged in evidence based
conversation or writing about text.
10
ELA/Literacy Shift 6: Academic Vocabulary
What the Student Does…
What the Teacher Does…
•use high octane words across
content areas
•develop students’ ability to use and
access words
•build “language of power” database
•be strategic about the new
vocabulary words
•work with words students will use
frequently
•teach fewer words using webs
11
Shift 6 – Table Talk
In two sentences or less, share an example
of innovative ways of embedding
academic vocabulary and/or taking
advantage of the ways students acquire
vocabulary through reading.
12
Mathematics Shift 1: Focus
What the Student Does…
What the Teacher Does…
•Spend more time on fewer
concepts.
•excise content from the curriculum
•Focus instructional time on priority
concepts
•Give students the gift of time
13
Priorities in Math
Grade
K–2
3–5
6
7
8
Priorities in Support of Rich Instruction and Expectations of
Fluency and Conceptual Understanding
Addition and subtraction, measurement using
whole number quantities
Multiplication and division of whole numbers and
fractions
Ratios and proportional reasoning; early
expressions and equations
Ratios and proportional reasoning; arithmetic of
rational numbers
Linear algebra
Math Shift 1 – Table Talk
In two sentences or less, share a success story of
a school, classroom, or grade level that has
successfully conducted a “flab analysis” to
protect instructional time for the priority
standards.
15
Mathematics Shift 2: Coherence
What the Student Does…
What the Teacher Does…
•Build on knowledge from year to
year, in a coherent learning
progression
•Connect the threads of math focus
areas across grade levels
•connect to the way content was
taught the year before and the years
after
•Focus on priority progressions
16
Mathematics Shift 3: Fluency
What the Student Does…
What the Teacher Does…
•Spend time practicing, with
intensity, skills (in high volume)
•Push students to know basic skills at
a greater level of fluency
•Focus on the listed fluencies by
grade level
•Uses high quality problem sets, in
high volume
17
Key Fluencies
Grade
Required Fluency
K
Add/subtract within 5
1
Add/subtract within 10
Add/subtract within 20
2
3
Add/subtract within 100 (pencil and
paper)
Multiply/divide within 100
Add/subtract within 1000
4
Add/subtract within 1,000,000
5
Multi-digit multiplication
6
Multi-digit division
Multi-digit decimal operations
7
Solve px + q = r, p(x + q) = r
8
Solve simple 22 systems by inspection
Math Shift 3
Raise your hand if you’ve seen fluency work in a
classroom in the last month.
19
Mathematics Shift 4: Deep Understanding
What the Student Does…
What the Teacher Does…
•Show mastery of material at a deep
level
•Create opportunities for students to
understand the “answer” from a
variety of access points
•Articulate mathematical reasoning
•demonstrate deep conceptual
understanding of priority concepts
•Ensure that EVERY student GETS IT
before moving on
•Get smarter in concepts being
taught
20
Deep Conceptual Understanding
In two sentences or less describe to your
table mate moment where you watched a
student reach deep conceptual
understanding in Math.
In two more sentences: what were the
teacher moves that got the student there?
21
Mathematics Shift 5: Application
What the Student Does…
What the Teacher Does…
•Apply math in other content areas
and situations, as relevant
•Apply math including areas where
its not directly required (i.e. in
science)
•Choose the right math concept to
solve a problem when not
necessarily prompted to do so
•Provide students with real world
experiences and opportunities to
apply what they have learned
22
Mathematics Shift 6: Dual Intensity
What the Student Does…
What the Teacher Does…
•Practice math skills with an intensity
that results in fluency
•Find the dual intensity between
understanding and practice within
different periods or different units
•Practice math concepts with an
intensity that forces application in
novel situations
•Be ambitious in demands for fluency
and practice, as well as the range of
application
23
3 Initiatives
Data Driven
Instruction
Teacher/
Leader
Effectiveness
College &
Career
Ready
Students
Common
Core State
Standards
24
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