Secondary Mathematics Professional Development October 9, 2014.
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Transcript of Secondary Mathematics Professional Development October 9, 2014.
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Secondary MathematicsSecondary MathematicsProfessional DevelopmentProfessional Development
October 9, 2014October 9, 2014
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OutcomesOutcomes
Build capacity to prepare and teach lessons Build capacity to prepare and teach lessons aligned to the Common Core State Standards aligned to the Common Core State Standards for mathematicsfor mathematics
Analyze tasks from the curriculum by Analyze tasks from the curriculum by anticipating student responses, challenges for anticipating student responses, challenges for students, and making modifications for the students, and making modifications for the needs of English Learners and Students with needs of English Learners and Students with DisabilitiesDisabilities
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AgendaAgenda
Opening TaskOpening Task Professional Reading and VideoProfessional Reading and Video Course Alike Group Work Planning & Sharing Course Alike Group Work Planning & Sharing EvaluationsEvaluations
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MS Opening Task: MS Opening Task: Two-Step EquationsTwo-Step Equations
Use the whole numbers 1 through 9 only one Use the whole numbers 1 through 9 only one time each to find the largest possible values time each to find the largest possible values for x. for x.
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HS Opening Task: Two-Step HS Opening Task: Two-Step EquationsEquations
Directions: Use the whole numbers 1 through Directions: Use the whole numbers 1 through 9 only one time each to find the largest 9 only one time each to find the largest possible values for x. possible values for x.
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Professional ReadingProfessional Reading
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Marking the TextMarking the Text
1.1. Number the Number the paragraphsparagraphs
2.2. Circle key terms, cited Circle key terms, cited authors and other authors and other essential words or essential words or numbers.numbers.
3.3. Underline the authorUnderline the author’’s s claims and other claims and other information relevant to information relevant to the reading purpose. the reading purpose.
2
1
3
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The Mathematics of Hope:The Mathematics of Hope:Moving from Performance to Moving from Performance to
Learning in the Math ClassroomLearning in the Math Classroom
Authors ClaimsWhat I do with my students
that aligns with the authors claimsIdeas that I can try
that align with the authors claims
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VideoVideo
Carol DweckCarol Dweck http://www.youtube.com/watch?http://www.youtube.com/watch?
v=kXhbtCcmsyQ&list=PLyfOv-v=kXhbtCcmsyQ&list=PLyfOv-BonyEFle45Eg0xpB0mkgjJ9tKZb&index=4BonyEFle45Eg0xpB0mkgjJ9tKZb&index=4
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Article:The Mathematics of Hope:
Moving from Performance to Learning in the Math Classroom
Video:Teaching a Growth Mindset
Professor Carol Dweck
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Small Group WorkSmall Group Work
How do we engage in the cycle of inquiry How do we engage in the cycle of inquiry (Plan-Do-Check-Act) to develop and revise (Plan-Do-Check-Act) to develop and revise curriculum in order to close the achievement curriculum in order to close the achievement gap for all students?gap for all students?
How do we modify a task to promote the use How do we modify a task to promote the use of academic vocabulary and ensure equity for of academic vocabulary and ensure equity for our linguistically diverse student population? our linguistically diverse student population?
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Reminders:Reminders:
Honor the work of your peers by reading their Honor the work of your peers by reading their work and asking clarifying questions.work and asking clarifying questions.
Make positive suggestions about how you Make positive suggestions about how you might modify the activities for your students.might modify the activities for your students.
If you have suggestions for changes or If you have suggestions for changes or additions that youadditions that you’’d like to add to the d like to add to the curriculum, please e-mail Jennifer curriculum, please e-mail Jennifer Montgomery @ Montgomery @ [email protected] with a with a detailed description of your suggested changesdetailed description of your suggested changes
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Course Alike PlanningCourse Alike Planning Go into Ed Caliber and choose one task that Go into Ed Caliber and choose one task that
you will use soon with your students and do the you will use soon with your students and do the following:following: Anticipate student solutions by solving the Anticipate student solutions by solving the
problem in as many ways as you can think of problem in as many ways as you can think of and delineating where you think students and delineating where you think students will have problems.will have problems.
Plan how you will address these problemsPlan how you will address these problems Plan how you will address the needs of Plan how you will address the needs of
English Learners and Students with English Learners and Students with Disabilities.Disabilities.
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EvaluationsEvaluations