Mathematics design collaborative
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Mathematics Design Collaborative. Friday March 1, 2013 Arkansas Department of Education. Goals for Today ’ s Training. Determining next instructional steps from pre- & post-assessments analysis Connecting the AR Purposeful Pedagogy and Discourse Model to a FAL

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Mathematics Design Collaborative

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Mathematics design collaborative

Mathematics Design Collaborative

Friday March 1, 2013

Arkansas Department of Education


Goals for today s training

Goals for Today’s Training

  • Determining next instructional steps from pre- & post-assessments analysis

  • Connecting the AR Purposeful Pedagogy and Discourse Model to a FAL

  • Using videos to self-reflect on one’s teaching

  • Sharing teacher preparation moves for FALs


Tuning protocol

Tuning Protocol

While working in pairs consider the following:

  • Analyze the pre- and post-lesson assessments.

  • What are the instructional decisions you made after reviewing the student evidence?


Purposeful pedagogy and discourse model students thinking matters most

Purposeful Pedagogy and Discourse Model: Students’ Thinking Matters Most

  • Note connections to teaching a FAL as you read the Arkansas Purposeful Pedagogy and Discourse Model article

  • Be prepared to share connections you have drawn from your reading


Break 15 minutes

BREAK(15 minutes)


Video reflections

Video Reflections

  • Share/discuss with a partner your completed Video Reflection sheet for your videoed FAL

  • Share/discuss with a partner your taped FAL part – including why this part

    • Please have your video clip ready on a thumb drive


Lunch

LUNCH


Video sharing

Video Sharing

  • Have your video clip ready on a thumb drive for your time to share

  • As you view video clips of the FAL lesson

    • Note the teacher moves for Framing the lesson part

    • Note the teacher moves for moving students forward

    • Note connections of the Purposeful Model to the FAL


Mathematics design collaborative

Purposeful Pedagogy and Discourse Instructional Model: Connections to Mathematical Design Collaborative

  • Use the activity sheet to record possible connections

    • Think also about the videos for examples of connections

  • Discuss with a partner the connections you noted

  • Be prepared to share connections with the whole group


Managing student consumables for fals

Managing Student Consumables for FALs

  • With your group, identify those FAL lessons that require the use of teacher-made student manipulatives

    • What are the manipulatives and associated management issues?

  • For each example, discuss possible efficient ways a teacher(s) can use to address the preparation/management of the materials


Summarizing with tess t eacher e xcellence and s upport s ystem

Summarizing with TESS(Teacher Excellence and Support System)

  • The new Arkansas Teacher Excellence and Support System is based on Charlotte Danielson’s “Framework for Teaching”

  • As you view Danielson’s “Framework for Teaching”

    • Note examples from using FALs that illustrate the Four Domains of Teaching


That s a wrap

That’s a Wrap!

  • Next Webinar

    • Email needs to [email protected]

  • Conference Call Dates

    • Who/When/How

  • Training Evaluation

  • Questions/Comments


Emails

Emails

  • Kelli Dougan, Math Specialist

    • Farmington Education Service Center

    • [email protected]

  • Dr. Stanley Paul, ADE Math Specialist

    • Pine Bluff Education Service Center

    • [email protected]

  • Dr. Bill Nielsen, Program Manager

    • SAU/Magnolia

    • [email protected]


Additional resource slides

Additional Resource Slides


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