Transcript of November 3,2012 Roxane Dyk 9:00-11:30/12:30-3:00 Huron Professional Development.
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- November 3,2012 Roxane Dyk 9:00-11:30/12:30-3:00 Huron
Professional Development
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- Roxane.dyk@k12.sd.us Math Specialist SD Counts
Introductions
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- Introduction Activity The Power of Positive Words Share with
your table one thing you are thankful for 5 minutes
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- K-12 Outcomes Participants will leave. With thoughts on how the
environment determines what will happen during math class How to
get students engaged in math class Ideas to be covered Establishing
Group Norms Social Learning Model Questions (CGI/Webb Levels)
Manipulative Video of a Number Talk Smarter-Balanced Assessment
Sampler Curriculum Map Updating
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- 6-12 Outcomes Participants will leave. With thoughts on how the
environment determines what will happen during math class How to
Get Students Engaged in Math Ideas to be covered Establishing Group
Norms Social Learning Model Questions (CGI/Webb Levels)
Manipulative Video of a Number Talk Smarter-Balanced Assessment
Sampler Curriculum Map Updating
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- K-12 Group Norms
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- K-12 Wish List Activity What do you hope to learn over the next
few hours.. I would be happy if I learned.. I would be disappointed
if we did not cover..
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- Lets begin looking at the ways to get students K-12 engaged in
your math classroom.
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- Number your group of by 3s
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- Group Role Responsibilities 3. Time Keeper-keeps track of time
6. Task Master-focus on task 9.Reporter-will share out to large
group 12. Recorder-write down what group shares 15. Chart
maker-creates the chart 18. Materials and resource person (in your
classroom no more than 3-4)
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- K-12 Article Becoming Environmentally Aware
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- Sharing out your thoughts Discuss key findings (task-master)
Allow each group member to share their key ideas from thr article
(each will be allowed 1 minute to talk) (time-keeper) Record key
ideas taken from the article (recorder) Put a star by key ideas you
do already Discuss what you could implement on Monday Share with
another group your findings Share (reporter)
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- Questioning in the Classroom See Handout Ask many questions,
from clarifying to proving questions. Webbs Level What level of
questions do you ask?
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- Daily Routines When used thoughtfully they provide the
opportunity for rich mathematical discussions. Through routine,
children sustain contact with ideas. They also anticipate the work
and mentally prepare for it. We all have daily routines, now we
need to make them richer. Calendar math Thinking of the calendar
activities you already do and the questions we just visited, what
are ways you could make them richer Keep in mind what you need to
accomplish with your grade-level CCSS Record ideas and be ready to
share
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- Effective in a K-12 Classroom Social Learning Model Posing the
problem Ask for clarifying questions Giving individual think time
See research handout Sharing in your small group Large group
sharing
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- K-12 Problem-solving activity I will model the process with
this activity What Does a Design Worth 8 Look Like? Suppose a blue
rhombus equals 1/4. Record your design and explain how you know the
design is equal to 8. Done? Create a design worth 16 look
like?
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- Manipulatives In your group compile a list of manipulative that
you regularly use in your classroom. Share with another group- are
they the same or different
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- As we continue this journey, we must remember What was good
enough for us in learning mathematics is not good enough for our
children. Despite the reality that learning math was a bust for so
many of us, we have pressed on with ineffective teaching approaches
that clearly dont work. -M. Burns
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- First, we will learn the components of a number talk?-video
Then we will watch a number talk in action- K and 3 rd grade class
Next we will engage in a number talk. Finally, we will prepare a
number talk to use Monday in school. Number Talks
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- Components of a Number Talk Video
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- Videos K/3 rd Grade Number Talks
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- Number Talks Video http://insidemathematics.org
http://mathsolutions.com
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- Tell me everything you know about the number 60.
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- Smarter-Balance Assessment Sampler Questions
http://www.smarterbalanced.org/ sample-items-and-performance-
tasks/ http://www.smarterbalanced.org/
sample-items-and-performance- tasks/
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- Curriculum Mapping Updates
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- As we end this day-long journey, please remember When helping
students develop new understandings and new skills, its important
to keep in mind that learning happens over time and that children
learn on different schedules. The goal of instruction should be to
help children learn in ways that pay attention to who they are,
what they know, and how they best learn. More rigor does not mean
doing more of the same kind of problem or increasing the number of
digits in an arithmetic exercise, it means pushing students to
apply the concepts and skills theyve learned in new and different
ways
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- K-12 Wish List Activity What do you hope to learn over the next
few hours.. I would be happy if I learned.. I would be disappointed
if we did not cover..
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- http://midcentral- coop.org/esa3/south-dakota-counts/ 2006-07
SD Counts Math Problem Booklet 2008-09 Math Problems 2010-11 CGI
Problem Type Add/Sub CGI Problem Types Multi/Div SD Counts
Remainders CGI-Multiplication Websites for Problems
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- Thank You Roxane.dyk@k12.sd.us