N E P F N evada E ducator P erformance F ramework

N E P F

Nevada Educator Performance Framework

Southern NevadaRegional Professional Development Program

www.rpdp.net

Module 1 Part 1Secondary Mathematics

TEACHER HIGH LEVERAGE INSTRUCTIONAL STANDARDS AND INDICATORS

STANDARD 1 STANDARD 2 STANDARD 3 STANDARD 4 STANDARD 5 N ew Learn ing is Learn ing T asks have S tud en ts E ngag e in S tuden ts E ng age in A ssessm ent is C onnec ted to P rio r H igh C ogn itive M ean in g -M aking M etacogn itiv e In teg ra ted in to Learn ing and D em an d fo r D ive rse th rough D iscourse A ctiv ity to Increase Instruc tion E xperienc e Learners and O the r U nd ers tand ing o f

S tra teg ie s and R espons ib ility fo r T he ir O w n Learn ing

Indicator 1 Indicator 1 Indicator 1 Indicator 1 Indicator 1 T he teacher activa tes all The teacher ass igns tasks T he teacher p rov ides T he teacher and all s tudents T he teacher p lans on -go ing s tuden ts ’ in it ia l that purposefu lly em ploy all opportun ities for extended , understand w ha t s tuden ts a re learn ing opportu n ities based understand ings o f new studen ts ’ cogn itive ab ilities produc tive d iscourse betw een lea rn ing, w hy they are on ev idence o f all s tudents ’ concepts and sk ills and sk ills the teacher and s tudent(s ) lea rn ing it, and how they w ill cu rrent lea rn ing s ta tus

and am ong s tuden ts know if they ha ve lea rned it

Indicator 2 Indicator 2 Indicator 2 Indicator 2 Indicator 2 T he teacher m akes T he teacher ass igns tasks T he teacher p rov ides T he teacher s tructu res T he teacher a ligns connections exp lic it betw ee n that p lace appropria te opportun ities for all s tudents opportun ities fo r se lf- assessm ent opportun ities w ith p rev ious lea rn ing and new dem ands on each stude n t to create and in te rp ret m u ltip le m on ito red lea rn ing fo r all lea rn ing goals and concepts and sk ills fo r all rep rese n tations s tudents pe rfo rm ance crite ria s tudents

Indicator 3 Indicator 3 Indicator 3 Indicator 3 Indicator 3 T he teacher m akes c lea r the The teacher ass igns tasks T he teacher ass is ts all T he teacher supports all T he teacher s tructu res pu rpose and re levance o f n ew that progress ive ly develop all s tuden ts to use ex is ting s tuden ts to take actions based opp ortun ities to genera te learn ing for all s tuden ts s tuden ts ’ cogn itive ab ilit ies know ledge and prio r on the s tuden ts ’ ow n se lf- ev idence o f lea rn ing du ring

and sk ills experience to m ake m on ito ring p rocesses the lesson o f all s tudents connections and recogn ize re la tions h ips

Indicator 4 Indicator 4 Indicator 4 Indicator 4 T he teacher p rov ides all T he teacher opera tes w ith a T he teacher s tructu res the T he teacher adap ts actions s tuden ts opportun ities to bu ild deep be lie f tha t a ll ch ild ren c lass room environm ent to based on ev idence genera ted on o r cha llenge in itia l can ach ieve reg ard less of enab le co llabo ration, in the lesson fo r all s tudents understand ing s race, pe rce ived ab ility and pa rtic ipa tion , and a pos itive

soc io -econom ic s ta tus . a ffective experien ce fo r all s tudents

NEVADA EDUCATOR PERFORM ANCE FRAMEW ORK – IMPLEMENTATION PHASE 1

Standard 1 Module for Mathematics

Part I – What and WhyGoal 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

An Overview of Standard 1What is Standard 1?What are the indicators for Standard 1?

IS

IS NOTA 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!

NEW

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 strongmemory circuit resulting in fast retrieval.

Another case of brain patterning…

What do you see?


Now what do you see?


And now?

Optical illusions work because our brains use strong patterns to interpret input.

Your visual memorypatterning experiences fills in a triangle.

NEPF – Standard 1

Activate all students’ initial understanding of new concepts and skills

Make connections explicit between previous learning and new concepts and skills for all students

Make clear the purpose and relevance of new learning for all students

Provide all students opportunities to build on or challenge initial understandings

New Learning is Connected to Prior

Learning and Experience

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?IntroductionDaily ReviewDaily ObjectiveConcept and Skill DevelopmentConcept LinkagePractice – guided, group, independentLong Term Memory ReviewClosureHW

Assessment – Did they get it?Student engagement – Did they do it?These are the Components of an Effective Math Lesson

Using your prior knowledge:IntroductionDaily ReviewDaily ObjectiveConcept and Skill DevelopmentConcept LinkagePractice – guided, group, independentLong Term Memory ReviewClosureHW

Assessment – Did they get it?Student engagement – Did they do it?

NEPFStandard 1

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?

What is meant by “initial understanding of new concepts and skills” ?

Indicator 1How can we . . .

activate all students’ initial understanding of 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?

What is meant by “make explicit connections between previous learning and new concepts and skills”?


make explicit connections between previous learning and new concepts and skills?

• 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

• . . . .

Additional explicit connections . . .

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?

What is meant by “make clear the purpose and relevance of new learning for all students”?


make the purpose and relevance of new learning clear for all students?

How does interpreting levels of students’ understanding (by the teacher) help to move learning forward?

What is meant by “provide all students opportunities to build on or challenge initial understanding”?


provide all students opportunities to build or challenge initial understanding?

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 re-teaching?

– 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/teaching-functions• What indicators from Standard 1 do you see

in the video?

• Were the strategies he used effective for this concept?

Reflection on the videoWhat indicators from Standard 1 did you see in the

video?

Were the strategies he used effective for this concept?

Summary - Quick ReviewNew 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 NevadaRegional Professional Development Program

www.rpdp.net

Module 1 Part 1Secondary Mathematics

N E P F N evada E ducator P erformance F ramework

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