Mathematics Framework: Instructional Strategies and Modeling June 26, 2014 12:30-3:30.
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Transcript of Mathematics Framework: Instructional Strategies and Modeling June 26, 2014 12:30-3:30.
![Page 1: Mathematics Framework: Instructional Strategies and Modeling June 26, 2014 12:30-3:30.](https://reader038.fdocuments.in/reader038/viewer/2022110206/56649d0d5503460f949e1bf0/html5/thumbnails/1.jpg)
Mathematics Framework: Instructional Strategies and Modeling
June 26, 201412:30-3:30
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Outcomes/Agenda• Explore multiple instructional
models that will be required for successful CCSS implementation.
• Discuss a variety of strategies needed to support students in understanding the mathematics being addressed.
• Understand how different instructional strategies support the eight mathematical practices and 21st Century skills.
![Page 3: Mathematics Framework: Instructional Strategies and Modeling June 26, 2014 12:30-3:30.](https://reader038.fdocuments.in/reader038/viewer/2022110206/56649d0d5503460f949e1bf0/html5/thumbnails/3.jpg)
Opening Task
• As a table group or grade span:– Select an opening task.
• Migdalia’s Savings (grade 2)• After School Job (grades 4/5)• Ms. Olsen’s Sidewalk (grade 7)• Three-Second Rule (high school)
– Complete the task on your own.– Share how you completed the task.
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Instructional Strategies
• Kid Snippets “Math Class”• https://
www.youtube.com/watch?v=KdxEAt91D7k
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21st Century Skills (4 C’s)
•Critical Thinking•Collaboration•Communication•Creativity
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Focus
Shift 1: Focus
Coherence
Shift 2: Coherence
Rigor
Shift 3: Fluency
Shift 4: Deep Understanding
Shift 5: Application
Shift 6: Dual Intensity
Instructional Shifts Combined
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Standards for Mathematical Practice
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8
Critical Areas- Fifth Grade
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Novel Ideas Activity
•List four instructional models/strategies that come to mind for teaching mathematics
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Novel Ideas
•Draw a line under your list•At your table group, have each person
share their list• If a shared idea is not on your list, add it
to your list under the line you drew
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Overarching Principals of Instructional Design
• Instruction is organized around the solution of meaningful problems
• Instruction provides scaffolds for achieving meaningful learning
Cooper 2006
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Overarching Principals of Instructional Design (continued)
• Instruction provides opportunities for ongoing assessment, practice with feedback, revision, and reflection
• The social arrangements of instruction promote collaboration, distributed expertise, and independent learning. Cooper 2006
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Instructional Models Continuum
•Mercer and Mercer (2005) suggest that instructional models can be placed along a continuum of choices that range from explicit to implicit instruction.
California Mathematics Framework - p. 9 (2013)
Explicit Instruction Interactive Instruction Implicit Instruction
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Explicit Instructional Models
• Support– Practice to mastery– Teaching of discrete skills– Development of skill and procedural
knowledge
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Implement Instructional Models
• Link information to students’ background knowledge
• Develop conceptual understanding• Develop problem solving abilities
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Explicit Interactive Implicit
Teacher serves as the provider of knowledge
Instruction includes both explicit and implicit methods
Teacher facilitates students learning by creating situations where students discover new knowledge and construct own meaning
Much direct teacher assistance
Balance between direct and non-direct teacher assistance
Non-direct teacher assistance
Teacher regulation of learning
Shared regulation of learning Student regulation of learning
Directed discovery Guided discovery Self-discovery
Direct instruction Strategic instruction Self-regulated instruction
Task Analysis Balance between part-to-whole and whole-to-part
Unit approach
Behavioral Cognitive/metacognitive Holistic
Continuum of Choices
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Journal Prompt
After reading the chart, reflect about where the majority of your instruction falls on the continuum.
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Think – Pair - Share
•Based on your understanding of the Common Core, where on this continuum do you feel math instruction should be?
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CA Mathematics Framework
• Instructional Strategies– http://
www.cde.ca.gov/ci/ma/cf/draft2mathfwchapters.asp
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What Does the Framework Say?
•Read Instructional Strategies, Page 1, lines 4-9
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Common Core Instruction…
“The purpose of this chapter [training] is not to prescribe the usage of any particular instructional strategy, but to enhance teachers’ repertoire.”
California Mathematics Framework, Instructional Strategies Chapter, p.1
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General Instructional Models
• 5 E Model (interactive)-page 10• 3 Phase Model (explicit) – page 10• Singapore Model (interactive)- page 11• Concept Attainment Model (interactive)- page
11• Cooperative Learning Model (implicit)- page
12• Cognitively Guided Instruction (implicit)-
pages 12-13• Problem-Based Learning (interactive)- pages
13-14
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Group Presentation
•Choose an instructional model to explore• What is it?• What does it look like?• When is it useful?• What does the teacher do? • What does the student do?• Include citations for any information you
discovered.
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Instructional Strategies Specific to the Mathematics Classroom
•Discourse in the Mathematics Classroom• Number Talks• Five Practices for Orchestrating Productive
Mathematics Discussions • Anticipating• Monitoring• Selecting• Sequencing• Connecting
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Instructional Strategies Specific to the Mathematics Classroom
•Student Engagement Strategies• Appointment Clock• Carousel-Museum Walk• Charades• Clues• Coming to Consensus• Explorers and Settlers• Find My Rule• Find Your Partner• Four Corners
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Instructional Strategies Specific to the Mathematics Classroom
• Student engagement strategies– Give One – Get One– Inside Outside Circle– Jigsaw– KWL
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Instructional Strategies Specific to the Mathematics Classroom
• Student engagement strategies– Line up– Making a List– Numbered Heads Together– Partner Up– Quiz, Quiz Trade– Socratic Seminar– Talking Sticks
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Instructional Strategies Specific to the Mathematics Classroom (continued)
• Student engagement strategies– Team Share Out– Think Pair Share– Think Write Pair Share– Whip Around– Wrap Around– Y-Chart
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Instructional Strategies Specific to the Mathematics Classroom
• Review the instructional strategies• Select one that is new to you and
that you are willing to implement in your classroom or share with a colleague.
• Share with small group– State specific strategy and why you
selected it.
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Instructional Strategies Specific to the Mathematics Classroom
• Use of Tools for Mathematics Instruction▫Visual Representations▫Interactive Technology▫Concrete Models▫Concept Maps
•Use of Tasks Incorporating Math Practices
•Use of Real World Problems
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Reflection
•How would you structure a lesson around the opening task?
•Refer to your Novel Ideas List, models, and instructional strategies.
•Think about• Standards for Mathematical Practice• 21st Century Skills
•Share with other grade span team
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Reflection
• How are you incorporating the Standards for Mathematical Practice into your lesson
• How are you incorporating 21st Century Skills in your lesson?
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Putting It All Together
What is the interaction between:•The Continuum•The Models•The Strategies
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Outcomes/Agenda• Explore multiple instructional
models that will be required for successful CCSS implementation.
• Discuss a variety of strategies needed to support students in understanding the mathematics being addressed.
• Understand how different instructional strategies support the eight mathematical practices and 21st Century skills.