Elective Session UBD NHO 2016 Math Engagement Strategies

7/25/2019 Elective Session UBD NHO 2016 Math Engagement Strategies

1/15

TOLLESON UNION HIGH SCHOOL DISTRICT

PROFESSIONAL DEVELOPMENT FACILITATION GUIDE

Mathematics Engagement Strategies

Date

OverviePD Tit!e" Math Engagement Strategies Time Frame" 55 minutes

Descri#ti$n"

This session is designed to introduce and promote the use ofcollaborative and discussion strategies which increase engagementand accountability in the mathematics classroom.

A%&ience" New Teachers to TUHS' $(

Partici#ants"!5"#$

Faci!itat$r)s*" %indsey &obertson'(e) *arter L$cati$n" %a(oyaA%th$r)s*" %indsey &obertson'(e) *arter


2/15

STAGE +" Desire& Res%!ts

InTASC Stan&ar&s Trans(erStan&ar& '+

Learner

Deve!$#ment"The

teacher understands

how learners grow

and develop+recogni,ing that

patterns of learning

and development

vary individually

within and across

the cognitive+

linguistic+ social+

emotional+ and

physical areas+ and

designs and

implements

developmentally

appropriate and

challenging learning

e-periences. The

specic focus will be

on a+ d+ i+ and /.

Stan&ar& ',Learning

Di-erences" Theteacher usesunderstanding ofindividualdi)erences anddiverse cultures andcommunities toensure inclusivelearningenvironments thatenable each learn tomeet high

standards. Thespecic focus will beon a+ c+ and g.

Stan&ar& '.LearningEnvir$nments"The teacher wor0swith others to createenvironments thatsupport individual

Participants will be able to independently use their learning to

1lan and implement engagement strategies in theclassroom.

Evaluate the e)ectiveness of a variety of studentengagement strategies.

Meaning

En&%ring Un&erstan&ings

Participants will understandthat

Teachers will understandbasic engagementstrategies.

Teachers will useengagement strategies to

increase student learningoutcomes. Teachers will evaluate the

e)ectiveness of engagementstrategies and ma0eappropriate modications.

Essentia! /%esti$ns

Participants will keepconsidering

How do engagementstrategies increase teachere)ectiveness2

3hich engagementstrategy am 4 willing to try

rst2 How will 4 plan to use an

engagement strategy to itsfullest2

3hat monitoring s0ills do 4need to ma0e theengagement strategye)ective2

4f the engagement strategyis not successful+ how will 4diagnose the reason why2

Ac0%isiti$n $( 1n$!e&ge 2 S3i!! 4 Deve!$#ment $(Min&set

1n$!e&ge

Participants willknow

the importance of0eeping studentsengaged.

and recogni,e avariety ofengagementstrategies.

the importance ofincreasingteachere)ectiveness.

S3i!!

Participants will beable to

plan for the use ofengagementstrategies.

implement a variety

of engagementstrategies.

evaluate thee)ectiveness ofeach engagementstrategy used andma0e appropriatead/ustments.

Min&set

Participants will be

willing to plan forthe use ofengagementstrategies.

ready toimplementengagementstrategies.

1age !


3/15

and collaborativelearning+ and thatencourage positivesocial interaction+active engagementin learning+ and self"motivation. Thespecic focus will beon b"e+ h"l+ and o"6.

Stan&ar& '5C$ntent1n$!e&ge" Theteacher understandsthe centralconcepts+ tools ofin6uiry+ andstructures of thediscipline7s8 he orshe teaches andcreates learninge-periences thatma0e these aspectsf the disciplineaccessible andmeaningful forlearners to assuremastery of thecontent. Thespecic focus will beon 7b8 and 7c8.

Stan&ar& '6A##!icati$n $(C$ntent" Theteacher understandshow to connectconcepts and usedi)eringperspectives toengage learners incritical thin0ing+creativity+ andcollaborative

problem solvingrelated to authenticlocal and globalissues. The specicfocus will on be ona"f+ and m"o.

Stan&ar& '7Assessment" Theteacher understandsand uses multiplemethods of

1age #


4/15

assessment toengage learners intheir own growth+ tomonitor learnerprogress+ and toguide the teacher9sand learner9sdecision ma0ing.The specic focuswill be on a+ e+ and f.

Stan&ar& '8P!anning ($rInstr%cti$n"Theteacher plansinstruction thatsupports everystudent in meetingrigorous learninggoals by drawingupon 0nowledge ofcontent areas+curriculum+ cross"disciplinary s0ills+and pedagogy+ aswell as 0nowledge oflearners and thecommunity conte-t.The specic focuswill be on a and b.

Stan&ar& '9

Instr%cti$na!Strategies"Theteacher understandsand uses a varietyof instructionalstrategies toencourage learnersto develop deepunderstanding ofcontent areas andtheir connections+and to build s0ills to

apply 0nowledge inmeaningful ways.The specic focuswill be on b+ d+ f+ h+and /.

1age :


5/15

STAGE ," Acce#ta:!e Evi&ence

/%esti$ns

Chec3ing ;$r3

CFU

Sessi$n S%rvelassrooms with a (er high culture for learning can 7get b8 on

less structure

&ut' if students see a wa to 7opt out8 the will tr@

Slide D

1age >


8/15

)hy fight that battle+

6ust build it into the lesson plan"

The 7oreord

Planning to *nsure *ngagement ith More Supports

Slide

# Minutes

Planning ith *ngagement in Mind5

Plan what formati(e assessment ou will use and what ou are

specificall looking for

Effecti(e teachers know that everything needs to be monitored

Fonitoring creates opportunities to gi(e students feedback

"eedback is a moti(ator and creates a feeling of in(estment in

the acti(it.

In(ested students are engaged students.

8ou can!t give feedbac9 unless you are monitoring

:also 9non as inclass formative assessment;

Slide $6

& Minutes

Planning Tips

Geep a lesson plan binder to go with our calendar )sheet

protectors' PP+ printouts' etc.*

Geep 7notes to self8 for using it next ear

0ook at the big picture of the curriculum guide:

0ook at the depth of the standards and make notes on the

curriculum guide )state tests are based on "lorida and nationalstandards-benchmarks@ not the Hillsborough >ount

curriculum guides be informed*


9/15

1e will de!brief afterwards from the perspecti(e of 7the fl on

the wall8

5Min%tes

;h$!e C!ass /2A

S$!ve ($r =>

??Ass%me the st%&ents are a!rea&< (ami!iar ith thec$nce#t)this is n$t an intr$&%cti$n*

Slide @:Aormula

forSurface ofa *ylinder*alculator

s3hite;oard

Mar0ers

Erasures

5Min%tes

;h$!e C!ass /2A )De@rie(*

3hat did you see2

3ho was doing most of the wor02

3ho was not2

3as there formative assessment2

3hat 0ind of information did the teacher get from the formativeassessment2

3hat 0ind of feedbac0 did students receive2 How many students2

Slide @5

5Min%tes

;$r3 ith

@:. The bill for the repair of your car was B#!=. The cost of parts was B!:!. Thecost of labor was B!? per hour. How many hours did it ta0e to - your car2

Slide @=

Aormulafor

Surface ofa *ylinder*alculator

s3hite;oard

Mar0ersErasures

1age C


10/15

5Min%tes

;$r3 ith

5Min%tes

C$m#are 2 Re#air

S$!ve ($r =>

@5. D local computer center charges nonmembers B: per session to usethe media center. 4f you pay a membership fee of B#$+ you pay only B!per session. Dfter how many sessions is it worth paying for themembership2

Slide @?

Aormulafor

Surface ofa *ylinder*alculator

s3hite

;oardMar0ersErasures

Use ith#ri$r

s!i&e n$time

C$m#are 2 Re#air

Each student individually writes the solution to the rst problem and stops.

1airs will share+ compare+ and repair answers.

&epeat for each 6uestion+ alternating who spea0s rst.

Each student turns in own completed copy

Slide @C

5Min%tes

C$m#are 2 Re#air )De@rie(*

3hat did you see2

3ho was doing most of the wor02

3ho was not2

3as there formative assessment2

3hat 0ind of information did the teacher get from the formativeassessment2

3hat 0ind of feedbac0 did students receive2 How many students2

Slide !$

1age @$


11/15

+Min%tes

Lets C$m#are the . A##r$aches

;h$!e C!ass/2A

Unstr%ct%re& Gr$%#Disc%ssi$n

C$m#are 2 Re#air Str%ct%re

P$sitiveInter&e#en&ence

)&$ the

)Ra!!)Ra!!cartert%hs&>$rg

Slide !C

1age @!
mailto:[email protected]://C:%5CUsers%5Cteri.thomsen%5CAppData%5CLocal%5CMicrosoft%5CWindows%5CINetCache%5CContent.Outlook%5CHAT1ROG1%[email protected]/http://C:%5CUsers%5Cteri.thomsen%5CAppData%5CLocal%5CMicrosoft%5CWindows%5CINetCache%5CContent.Outlook%5CHAT1ROG1%[email protected]/mailto:[email protected]


13/15

Fee&:ac3 t$ %sBs%ggesti$ns #!ease

;hat can


14/15

Re(erences

Handouts:

#1

Pair ShareTeacher announces a topic or 6uestion and provides thin0 time.Teacher states which student shares rst.4n pairs+ 1artner D sharesJ 1artner ; listens.Teacher stops sharing and directs students to switch roles.

Ra!!< R$:inTeacher poses a problem to which there are multiple possible solutions or responses.4n pairs+ students ta0e turns stating responses or solutions.

R$%n& R$:inTeacher assigns a topic or 6uestion with multiple answers and provides thin0 time.Students respond orally to each other+ each in turn ta0ing the same amount of time.

N%m:ere& Hea&s T$getherStudents each get a number.Teacher poses a problem and students privately write their answers.Students lift up from their chairs to put their heads together+ show answers+ discuss+ and teach.Students sit down when everyone understands the answer.Teacher calls a number. Students with that number answer the 6uestion.

Ra!!< C$ach1artner D solves the rst problem.1artner ; watches+ listens+ coaches+ praises.1artner ; solves the ne-t problem.1artner D watches+ listens+ coaches+ praises.

Ra!!< Ta:!eTeacher gives topic with multiple answers.4n pairs+ students go bac0 and forth writing a response on paper.

R$%n&Ta:!eTeacher provides a tas0 to which there are multiple possible responses.4n teams+ students ta0e turns saying and writing a response on one paper.

C$m#are@Re#airEach student individually writes solution to rst problem and stops.1airs will share+ compare+ and repair answers.&epeat for each 6uestion alternating who spea0s rst.

1age @:


15/15

Each student turns in own completed copy.

/%i@/%i@Tra&eStudents stand up+ hand up+ pair up.1artner D 6ui,,esJ 1artner ; answersJ 1artner D coaches or praises.1artners reverse roles.1artners trade cards.Students repeat the process with a new partner.

K!

Elective Session UBD NHO 2016 Math Engagement Strategies

Documents

Transcript of Elective Session UBD NHO 2016 Math Engagement Strategies