Day 2. act training (2)
-
Upload
mona-toncheff -
Category
Education
-
view
380 -
download
3
description
Transcript of Day 2. act training (2)
![Page 1: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/1.jpg)
ACT Training CES Board RoomDay 2Gwen Lee & Mona Toncheff
![Page 2: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/2.jpg)
How do we embrace CCSS?
Common Core AZ 2010
Cambridge
ACT
IB
REIL
D2S
C
Move on When Ready Curriculu
m with Rich
Mathematical Tasks
Research based
Instructional
strategies High Quality
Assessments
![Page 3: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/3.jpg)
![Page 4: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/4.jpg)
Recap from Day 1 Goals
• What is PUHSD ACT/CCSS Vision for mathematics curriculum, instruction and assessment?
• What is the definition of rigor and relevance? What does it look like, what does it sound like?
• How will you incorporate researched-based instructional strategies to create a learning plan that meets the demand of CCSS?
![Page 5: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/5.jpg)
Day 2 Goals
• What does an instructional unit look like?
• How can we evaluate our current units and lesson to ensure that our learning plans meet the demand of CCSS?
• What high-leverage actions can our PLC use to improve student achievement?
![Page 6: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/6.jpg)
Educator Toolbox Strategies
![Page 7: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/7.jpg)
Line-up
Rate your knowledge of the educator toolbox on a scale of 1-5. • 5: I can describe each
strategy and how it engages student in their learning
• 1: I still need help finding the book.
![Page 8: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/8.jpg)
Personal Action Plan Review
Strengths Challenges
![Page 9: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/9.jpg)
Purpose of Educator Tool box Student Mathematical Practices
Educators Toolbox
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
![Page 10: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/10.jpg)
• How will you incorporate researched-based instructional strategies to create a learning plan that meets the demand of CCSS?
Reflection
![Page 11: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/11.jpg)
PLC Actions
Looking at Student Work
![Page 12: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/12.jpg)
What is the purpose of looking at student work?
What does the process realistically look like in your classroom, department, building?
![Page 13: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/13.jpg)
Looking at Student Work Protocol: Step 1
![Page 14: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/14.jpg)
Looking at Student Work Protocol: Step 2
![Page 15: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/15.jpg)
Looking at Student Work Protocol: Step 2
Circle one name from each level of performance and gather those student’s assessment
![Page 16: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/16.jpg)
Looking at Student Work Protocol: Step 3
![Page 17: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/17.jpg)
Looking at Student Work Protocol: Step 4
![Page 18: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/18.jpg)
What high-leverage actions can our PLC use to improve student achievement? • Determine the degree to which
student work meets the criteria of high-quality work (five finger rule).
• Collaborate and reflect on the instructional process.
• Promote consistency in evaluating student work.
![Page 19: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/19.jpg)
Deeper look at Mathematical Tasks
What kinds of learning experiences will prepare students for the demand for the CCSS?
![Page 20: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/20.jpg)
Deeper look at Mathematical Tasks
As students progress through a curriculum, they will learn mathematics by engaging in “worthwhile mathematical tasks” (Hiebert, 2002)
![Page 21: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/21.jpg)
Deeper look at Mathematical Tasks
What is a Great Task? A great task:• Revolves around an interesting problem – offering several methods of solution
• Is directed at essential mathematical content as specified in the standards
• Requires examination and perseverance – challenging students
• Begs for discussion – offering rich discourse on the mathematics involved
• Builds student understanding – following a clear set of learning expectations
• Warrants a summary look back – with reflection and extension opportunities
![Page 22: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/22.jpg)
Mathematical Task: Research
(Stein & Smith, 1998)
![Page 23: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/23.jpg)
Mathematical Task Example
![Page 24: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/24.jpg)
•What high-leverage actions can our PLC use to improve student achievement?
Reflection
![Page 25: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/25.jpg)
Lesson Design: Part 2
ACT Quality Core
![Page 26: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/26.jpg)
Lesson Design: Part 2 How do you (as an individual) solve your problems?
Student Toolbox• What’s in it?• Do they know?• Are they given
opportunities to add new tools to their box?
![Page 27: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/27.jpg)
Lesson Design: Part 2 Example Lesson
![Page 28: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/28.jpg)
•How can we evaluate our current lessons to ensure that our learning plans meet the demand of CCSS?
Essential Question
![Page 29: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/29.jpg)
Unit Design
ACT Quality Core
![Page 30: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/30.jpg)
ACT Quality Core: Unit Design
• What are the big ideas of the unit?
• What are the standards? • What are the essential questions?
• What are the learning activities needed to meet the standards?
• What are the embedded assessments? How will you check for understanding?
![Page 31: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/31.jpg)
Analyze Unit 4: Algebra 1-2
![Page 32: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/32.jpg)
Template to Analyze Unit
![Page 33: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/33.jpg)
Unit Evaluation
•Activity directions: Focus on
•Person 1:16-18•Person 2: 29-33, •Person 3: 46, 53, •Person 4: 56, 58
![Page 34: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/34.jpg)
•How can we evaluate our current lessons and units to ensure that our learning plans meet the demand of CCSS?
Essential Question
![Page 35: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/35.jpg)
Algebra Assignments
Next Steps
List of units for Algebra CCSS unit
Campus Assignment/ Location
1. Introduction to Algebra I: The Value of a Variable
Linear Functions ACT unit - Metro Tech revising
2. You’ve Got Problems? Algebra’s Got Solutions!
Equations and Inequalities
ACT unit - Camelback revising
3. The Three R’s: Rise, Run, and Regression
Linear Functions ACT unit - Maryvale revising
4. Systems of Linear Equations
Linear Functions On SharePoint (Metro)
5.Beyond the First Degree: Exponents and Polynomials
Expressions and Equations
3/4 done (Alhambra) - Needs to be reviewed
6. Factoring and Quadratics
Quadratic functions 1/2 done on SharePoint (Camelback)
7. Radical Expressions and Equations
Exponential Functions & Expressions and Equations
Fairfax
8.Rational Expressions and Equations
Expressions and Equations
North
9.Data Analysis Statistics and Matrices
Stats teachers will help with this
![Page 36: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/36.jpg)
Geometry Assignments
Next Steps
List of Units for GeometryCCSS unit
Campus Assignment/ Location
1.Foundations of Geometry: There is no Royal Road to Geometry
Carl Hayden
2. Coordinate Geometry Fairfax
3. Beyond a shadow of doubt: Logic and Proof
ACT created this unit and it is on SharePoint - Trevor Browne
4. What is so special about Angles Pairs ?
Unit started on SharePoint (Metro Tech)
5. Triangles: Segments and Angles and Sides, oh my?
Maryvale
6. Congruent triangles: Shortcuts North
7. What’s your angle on polygons and quadrilaterals
Chavez
8. Area, Perimeter, and geometric probability
Unit started on SharePoint (Camelback)
9. Around the outside and inside: lateral Area, surface area, Volume
Unit started (Alhambra)
10.Similarity South
11.What’s so right about right triangles?
ACT unit - Metro revising
12.Trigonometry Metro Tech
13. Going in Circles Alhambra14. Constructions District Team 15. Creating Change: Transformations in space and on the coordinate plane
unit started on SharePoint - district team
![Page 37: Day 2. act training (2)](https://reader035.fdocuments.in/reader035/viewer/2022062419/559368451a28ab8a2d8b46e6/html5/thumbnails/37.jpg)
As you are preparing for writing lesson plans and unit plans, what are three “take-aways” from today that you will reference? How will these ideas or tools support you and your team’s work?
Next Steps Reflection