Welcome please grab a name tag find your folder
Download
1 / 47

WELCOME!!! Please grab a name tag, find your folder - PowerPoint PPT Presentation


  • 113 Views
  • Uploaded on

WELCOME!!! Please grab a name tag, find your folder. Introduce yourself to your group members. Your name, placement & grade level A routine in your classroom that you think is particularly effective. Lesson Overview. A look into warm-ups Establishing Norms Classroom Talk Discussion

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' WELCOME!!! Please grab a name tag, find your folder' - eloise


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Welcome please grab a name tag find your folder

WELCOME!!!Please grab a name tag, find your folder


Introduce yourself to your group members
Introduce yourself to your group members

  • Your name, placement & grade level

  • A routine in your classroom that you think is particularly effective


Lesson overview
Lesson Overview

  • A look into warm-ups

  • Establishing Norms

  • Classroom Talk Discussion

  • Project I – Q&A / work time

  • A look into Project I – Parts II & III

  • Assessment Readings Discussion

  • Math Task

  • Advice from previous year’s intern


Math primer
Math Primer

The Broken Clock Shop…

sells working, but broken clocks at discount prices.

You will be given three clocks, your task is to decide which one Derek should buy.

Take 40 seconds of “Private Think Time”, and then share your results with your two elbow- partners.


Math primer1
Math Primer

The Broken Clock Shop

Derek buys a clock from the $4 bin. Which clock should he choose?

12

12

12

3

3

3

9

9

9

6

6

6

THIS CLOCK IS ALWAYS 5 HOURS AHEAD

THIS CLOCK RUNS TWICE AS FAST

THIS CLOCK IS 15 MINUTES BEHIND


Math primer2
Math Primer

The Broken Clock Shop

Now take 60 seconds of “Private Think Time”, to help Francine decide.

You will be told how you are going to share after the 60 seconds.


Math primer3
Math Primer

The Broken Clock Shop

Francine can only afford to buy a clock from the $1 bin. Which one would you recommend?

12

12

12

3

3

3

9

9

9

6

6

6

ONLY THE HOUR HAND WORKS

ONLY THE MINUTE HAND WORKS

ONLY THE SECOND HAND WORKS


Math primer4
Math Primer

The Broken Clock Shop

Share your results with your group, starting with the person closest to the door and rotating right.


Thinking about your teaching
Thinking about your Teaching

  • Was the only purpose of these problems to get a correct answer?

    • If not, what are other purposes?

    • If there is a correct or best answer how important is that for students to know it before moving on?

  • How is this different than just asking students to find times on clocks?

  • What are reasons for doing warm-up problems?

  • Could your students handle talking through a problem like this?

    • If not, supposing you had a goal to have a discussion like this in March, what would you have to do now to help move towards that goal.


While I am listening (a euphemism for eaves-dropping) what I am listening for…

  • Non-mathematical factors – sometimes these are valid for the problem, other times students really get hung up on “unimportant” aspects of the intent of the problem.

    • Why does Francine only have a $1?

    • Why would you sell broken clocks?

    • Our cat knocked our clock off the wall once and it broke into like a million pieces.

  • Questions that I may have to address individually

    • Content related or not

  • Opportunities to make explicit norms of interaction

  • Things that are good for discussion –

    • Problems, questions, dilemmas

    • Things that will get people thinking or engaged in conversation

    • Having a sense of my end goal (i.e. the purpose) and how I can orchestrate that through student talk. Selecting & Sequencing


Nic’s Purposes for this Activity am listening for…

(modeling as if I did this with K-6 students)

  • Formative Assessment – finding out where students are at with their understanding of time telling – more conceptual in nature because it is a non-routine task

  • Management – Having something to do at the beginning of class to work as a focusing activity

  • Social – Getting students talking with each other and comfortable explaining their thinking

  • Mathematical– for Derek – listening for pros/cons of 1st & 3rd clock, & definite con of middle clock (this was the distracter). For Francine – listening for hour hand for telling time, minute & second hand for timing.


Community agreements
Community Agreements am listening for…

Take two minutes of “Private Think Time” to jot down some ideas on the following prompt.


Community agreements1
Community Agreements am listening for…

As a community of learners, what norms need to be in place in order for us to understand another person’s thinking?


Community agreements2
Community Agreements am listening for…

  • Share your ideas with a partner


Community agreements3
Community Agreements am listening for…

  • Share your ideas with a partner

  • Share your ideas with your group


Community agreements4
Community Agreements am listening for…

  • Share your ideas with a partner

  • Share your ideas with your group

  • The youngest person in your group will share your group ideas that you think the class should adopt as a community agreement.


Community agreements5
Community Agreements am listening for…

In your groups, determine your three most important agreements you would like to propose to the class.


Community agreements6
Community Agreements am listening for…

The purpose of these agreements is to make explicit our beliefs about our vision for our professional community of learners. It empowers everyone to hold each other accountable for upholding this vision.


Reading debrief classroom talk ch 1 2
Reading Debrief am listening for…Classroom Talk CH. 1 & 2

Take 2 minutes to re-familiarize yourself with the reading


Reading debrief classroom talk ch 1 21
Reading Debrief am listening for…Classroom Talk CH. 1 & 2

Tic-Tac-Toe Activity

  • In your folder take out the Tic-Tac-Toe Activity sheet.

  • You will play tic-tac-toe against a partner* (someone not in your school or blog group)

  • You gain an X or O for successfully talking to the other person about the prompt.

  • Fill out the bottom section once you are done.


Modifications uses
Modifications & Uses am listening for…

Tic-Tac-Toe Activity

What possible uses or adaptations of this activity might you use in your classroom?


Homework
Homework am listening for…

By Sunday, Sept. 26th – 11:59 pm

  • Submit as a group your PPT* to Angel Drop Box of PART I – PROJECT I

    By Wednesday, Sept. 29th – 9:00 pm

  • Read 2 readings, post blog, respond to at least 1 post from this week’s posts (assessment)

    By Thursday, Sept. 30th – 9:10 am (class)

  • Talk to your CT, know what unit you will be teaching for GLT (Oct. 25th – Nov. 12th)


School based work time
School-Based Work Time am listening for…

Time for…

  • Q & A with your group and Nic

  • Problem Solving

  • Logistics planning

  • Getting Feedback from others

  • Leslie & Woodworth interns see Nic


School based work time1
School-Based Work Time am listening for…

Time for…

  • Q & A with your group and Nic

  • Problem Solving

  • Logistics planning

  • Getting Feedback from others

  • Leslie & Woodworth interns see Nic

    …and of course a Break

  • When you come back be prepared to talk about the assessment readings


Assessment readings
Assessment Readings am listening for…

Carousel Activity

  • Your group will have __ minutes at each dry erase board

  • Write down ideas, questions, etc. below the prompt

  • You will be told when your group will rotate to the next prompt

  • When we end, your group will synthesize the ideas on the board for the class.


Nic s take on your blog posts
Nic’s take on your blog posts… am listening for…

Some themes/ideas across blogs was how backward design was…

  • a productive way to think about assessment.

  • challenging for someone new to the process.

  • a goal I would like to set for myself.

  • something I would like to know how to apply to my classroom…and avoid “teaching to the test”


Project i community classroom students
Project I – am listening for…Community, Classroom, Students

PART II – Activity #1, on a piece of scratch paper describe as much as you can about the given picture.


Project i community classroom students1
Project I – am listening for…Community, Classroom, Students

PART II – Activity #2, (in your folder) – which of your comments were describing vs. interpreting? Share with a partner(s).


Project i community classroom students2
Project I – am listening for…Community, Classroom, Students

PART II – Activity #3, (backside of Activity #2) – now we are going to watch a video with two student responses – write down descriptions & interpretations.


Project i parts ii iii
Project I – Parts II & III am listening for…

Part II…What’s it about?

  • Close observation of a math lesson (preferably not a co-observation with FI)

  • Nature of classroom interactions – where, with whom, what is the nature of it

  • Talking to students about interactions in the classroom


Project i parts ii iii1
Project I – Parts II & III am listening for…

Part II…Planning stuff

  • Plan a time to do the observation

  • Plan on “digestion time” immediately afterwards – good idea to find someplace where you can sit and think privately

  • Plan a time to talk with students about the interactions in the classroom

  • #3 looks overwhelming, synthesize the big ideas of the individual prompts


Project i parts ii iii2
Project I – Parts II & III am listening for…

Part II…what’s actually due?

  • Stand-alone PPT (no paper for this section) to be uploaded securely to voicethread.com by Wed. Oct. 6th @ 11:59 pm

  • You will probably have to do the audio in voicethread


Project i parts ii iii3
Project I – Parts II & III am listening for…

Part III…What it’s about

  • Planning for a pre-assessment of your unit plan

  • # Students varies based on type of assessment you are doing

  • I would recommend trying something your CT doesn’t do, but would like to try (so they can learn too)

  • Pre-Assessment is not about teaching…you are wearing your assessor hat focused on gathering authentic data.


Project i parts ii iii4
Project I – Parts II & III am listening for…

Part III…Planning

  • Find out what your unit will be for Guided Lead Teaching

  • Talk to your CT about appropriate types of pre-assessment, come up with a plan

  • PLAN

    • Who will you pre-assess?

    • When will you pre-assess?

    • How will you pre-assess (can use curriculum materials, but should have modifications / additions)?


Project i parts ii iii5
Project I – Parts II & III am listening for…

Part III…What I’m Turning In

  • 3 page double spaced reflection – Angel Drop Box – by Sunday Oct. 10th


Today s math task
Today’s Math Task… am listening for…








Today s math task1
Today’s Math Task… am listening for…

This task was adapted from Everyday Mathematics Grade 2 (Lesson 8-2)

  • Build the figure

  • Estimate the total number of centimeter (small) cubes

  • Count the cubes while disassembling

  • Compare # cubes to estimate


Today s math task part ii
Today’s Math Task Part II am listening for…

Find two objects call them A & B where…

  • Your measurement has A larger than B

  • Someone else’s measurement has A smaller than B

  • Another person’s measurement has A equal to B


Today s math task part ii1
Today’s Math Task Part II am listening for…

What important conceptual parts of measurement came out of this activity?


Standards scavenger hunt
Standards Scavenger Hunt am listening for…

Now that you have seen some different data representations, we are going to look online in the NCTM standards and GLCEs to determine where these representations occur at different grade levels.


Exit card
EXIT CARD am listening for…

Choose one of the items on the exit card to write about, and then put it in the folder.


ad