N E P F
Nevada Educator Performance Framework
Southern Nevada
Regional Professional Development Program
www.rpdp.net
Secondary Mathematics
Module 1 Part 1
TEACHER HIGH LEVERAGE INSTRUCTIONAL STANDARDS AND INDICATORS
STANDARD 1
STANDARD 2
STANDARD 3
STANDARD 4
STANDARD 5
New Learning is
Connected to Prior
Learning and
Experience
Learning Tasks have
High Cognitive
Demand for Diverse
Learners
Students Engage in
Meaning-Making
through Discourse
and Other
Strategies
Students Engage in
Metacognitive
Activity to Increase
Understanding of
and Responsibility for
Their Own Learning
Assessment is
Integrated into
Instruction
Indicator 1
The teacher activates all
students’ initial
understandings of new
concepts and skills
Indicator 1
The teacher assigns tasks
that purposefully employ all
students’ cognitive abilities
and skills
Indicator 1
The teacher provides
opportunities for extended,
productive discourse between
the teacher and student(s)
and among students
Indicator 1
The teacher and all students
understand what students are
learning, why they are
learning it, and how they will
know if they have learned it
Indicator 1
The teacher plans on-going
learning opportunities based
on evidence of all students’
current learning status
Indicator 2
The teacher makes
connections explicit between
previous learning and new
concepts and skills for all
students
Indicator 2
The teacher assigns tasks
that place appropriate
demands on each student
Indicator 2
The teacher provides
opportunities for all students
to create and interpret multiple
representations
Indicator 2
The teacher structures
opportunities for selfmonitored learning for all
students
Indicator 2
The teacher aligns
assessment opportunities with
learning goals and
performance criteria
Indicator 3
The teacher makes clear the
purpose and relevance of new
learning for all students
Indicator 3
The teacher assigns tasks
that progressively develop all
students’ cognitive abilities
and skills
Indicator 3
The teacher assists all
students to use existing
knowledge and prior
experience to make
connections and recognize
relationships
Indicator 3
The teacher supports all
students to take actions based
on the students’ own selfmonitoring processes
Indicator 3
The teacher structures
opportunities to generate
evidence of learning during
the lesson of all students
Indicator 4
The teacher provides all
students opportunities to build
on or challenge initial
understandings
Indicator 4
The teacher operates with a
deep belief that all children
can achieve regardless of
race, perceived ability and
socio-economic status.
Indicator 4
The teacher structures the
classroom environment to
enable collaboration,
participation, and a positive
affective experience for all
students
NEVADA EDUCATOR PERFORMANCE FRAMEWORK – IMPLEMENTATION PHASE 1
Indicator 4
The teacher adapts actions
based on evidence generated
in the lesson for all students
Standard 1 Module for Mathematics
Part I – What and Why
 Goal 1: What is Standard 1?
 Goal 2: What are the indicators for Standard 1?
Part II – Implications for Mathematics
 Goal 3: What activities/instruction in the classroom
would provide evidence of them?
 Goal 4: What specific plans can be designed to
implement them?
Standard 1 Module for Mathematics –
Part I
IS
 An Overview of Standard 1
 What is Standard 1?
 What are the indicators for Standard 1?
IS NOT
 A complete “How To” for every lesson in math.
What do you think of when you
hear the word “cardinal”?
What do these have to do with the
NEPF?
How about “cardinal” in a
math classroom?
•
•
•
•
car·di·nal num·ber
noun
plural noun: cardinal numbers
a number denoting quantity (one, two, three,
etc.), as opposed to an ordinal number (first,
second, third, etc.).
Let’s take a moment to see why linking to
student’s prior learning and experience is
such a powerful instructional strategy for
teachers to use.
It’s in the Neuroscience: the
brain seeks patterns. Memory
connects new to existing
memory through pattern
matching.
Pattern Matching (for short-term memory)
The brain
interprets
new
information
based on
existing
patterns.
NEW
If there is no pattern waiting…
new input is
misinterpreted,
rejected, or it
disappears!
Activate prior knowledge…
for a
successful
pattern
match!
ACTIVATED PRIOR
KNOWLEDGE
Information is stored and retrieved based on
frequently experienced patterns.
Let’s see what it is like to experience the brain’s
pattern storage and activation.
Let’s do a quiet activity. Please read the next slides without speaking your responses.
What color is this slide?
Name this animal.
What does a cow drink?
Did you, on your first thought, . . .
• Think milk, and then after a few seconds think
water?
• Think water only?
• Think milk only?
During a webinar, 88% of the first thoughts were
milk, and then after a few seconds, water.
Why did you think “milk” so quickly?
Your brain has frequently activated the
words “cow”, “milk”, and “white”
simultaneously.
The frequent activation of those bits of
information in a relationship (pattern)
connected them into a strong
memory circuit resulting in fast retrieval.
Another case of brain patterning…
What
do you
see?
Another case of brain patterning…
Now
what
do you
see?
Another case of brain patterning…
And
now?
Optical illusions work because our brains
use strong patterns to interpret input.
Your visual memory
patterning
experiences fills in a
triangle.
NEPF – Standard 1
New Learning is
Connected to Prior
Learning and
Experience
Activate all students’
initial understanding of
new concepts and skills
Make clear the purpose
and relevance of new
learning for all students
Make connections
explicit between
previous learning and
new concepts and skills
for all students
Provide all students
opportunities to build
on or challenge initial
understandings
What makes a math lesson a good
lesson?
• Let’s use a strategy called “Round Table”
– Create small groups
– On a sheet of paper, the first person will write
down a strategy or component
– The paper passes to the next person to add
his/her strategy
– Passing continues around the group
– Share out whole group
• Each team shares an item
Does Your List Include These?
 Introduction
 Daily Review
 Daily Objective
 Concept and Skill Development
 Concept Linkage
 Practice – guided, group, independent
 Long Term Memory Review
 Closure
 HW
Assessment – Did they get it?
Student engagement – Did they do it?
These are the Components of an Effective Math Lesson
Using your prior knowledge:
 Introduction
 Daily Review
 Daily Objective
 Concept and Skill Development
 Concept Linkage
 Practice – guided, group, independent
 Long Term Memory Review
 Closure
 HW
Assessment – Did they get it?
Student engagement – Did they do it?
NEPF
Standard 1
Indicator 1
How can we . . .
activate all students’
initial understanding of
new concepts and
skills?
What is meant by
“initial
understanding of new
concepts and skills” ?
Can initial understandings sometimes conflict with learning new
concepts/ideas?
What happens if initial understandings are ignored?
How do the incomplete understandings and misconceptions that
students bring with them to a topic hinder new concepts and skills?
Indicator 2
How can we . . .
make explicit
connections between
previous learning and
new concepts and
skills?
What is meant by “make
explicit connections
between previous
learning and new
concepts and skills”?
Does ALL of students’ previous learning come from in-school contexts?
Do students bring information to school from their experience of
going to a store to buy items,
guessing how long it will take to drive to a nearby state,
working for a salary?
Additional explicit connections . . .
• Adding fractions & adding decimals
• Finding the area of polygons and circles and
finding the volume of prisms and cylinders.
• Solving simple one-variable linear equations
and using the zero product property to find
zeros of polynomials
• Transforming parabolas & transforming circles
or hyperbolas
• ....
Indicator 3
How can we . . .
make the purpose and
relevance of new
learning clear for all
students?
What is meant by “make
clear the purpose and
relevance of new
learning for all students”?
Can your students answer the question, “What is the point?”
Does the relevance of new learning connect new learning to the broader
goals of the lesson and understanding the purpose of learning the new
material?
Indicator 4
How can we . . .
provide all students
opportunities to build
or challenge initial
understanding?
What is meant by “provide
all students opportunities to
build on or challenge
initial understanding”?
How does interpreting levels of students’ understanding (by the teacher)
help to move learning forward?
Video
My Favorite No
• Consider these questions as you watch.
https://www.teachingchannel.org/videos/class
-warm-up-routine
– How does this strategy allow for immediate reteaching?
– How does it provide all students opportunities to
build or challenge initial understanding?
Video
“My
Favorite No”
 Reflect on the video . . .
 How does this strategy allow for immediate re-
teaching?
 How does it provide all students opportunities to
build or challenge initial understanding?
Video
“Using the Lottery to Revisit Functions”
Consider these questions as you watch:
https://www.teachingchannel.org/videos/teachi
ng-functions
• What indicators from Standard 1 do you see
in the video?
• Were the strategies he used effective for this
concept?
Reflection on the video
 What indicators from Standard 1 did you see in the
video?
 Were the strategies he used effective for this concept?
Summary - Quick Review
New Learning is Connected to Prior
Learning and Experience
What short descriptors can you use to
remember the Indicators of Standard 1?
• 1 initial understanding
• 2 explicit connections
• 3 purpose and relevance
• 4 build on or challenge
Next Steps . . .Part II
• What are some current strategies/practices that
can be altered to effectively implement this
standard?
• What might this look like in your classroom?
• Where will evidence of Standard 1 be found in
our individual practice?
• How might effective implementation of Standard
1 affect student outcomes?
For additional NEPF
resources
rpdp.net
Select NEPF
N E P F
Nevada Educator Performance Framework
Southern Nevada
Regional Professional Development Program
www.rpdp.net
Secondary Mathematics
Module 1 Part 1
N E P F
Nevada Educator Performance Framework
Southern Nevada
Regional Professional Development Program
www.rpdp.net
Secondary Mathematics
Module 1 Part 1