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PD Teaching Mathematics Effectively For Students of All Abilities. By Scott Repicky. Our Time Together. Broken into 6 days 3 hours of PD/day Focus: Teaching Mathematics Effectively Through: Creativity Investigation Differentiation Inclusion. Day 1. Focus

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Our time together
Our Time Together Abilities

  • Broken into 6 days

  • 3 hours of PD/day

  • Focus:

    • Teaching Mathematics Effectively Through:

      • Creativity

      • Investigation

      • Differentiation

      • Inclusion


Day 1
Day 1 Abilities

  • Focus

    • How do we include all students?

    • What does differentiation mean?

    • How do we encourage our students’ creativity?

    • How do we become part of the “learning revolution?”

    • How does the language we use affect our students?

  • Videos

    • Ken Robinson

    • Aimee Mullins


Looking at education and creativity ted talk sir ken robinson
Looking at Education and Creativity AbilitiesTed Talk Sir Ken Robinson

  • http://www.ted.com/index.php/talks/ken_robinson_says_schools_kill_creativity.html


Questions for discussion
Questions for Discussion Abilities

  • How do we allow students to be creative in mathematics?

  • In what ways in our classroom, can we prepare our students to be wrong in mathematics?

  • How can we value the strengths of our students and encourage them?

  • How can we incorporate the arts in mathematics?

  • How can we allow students “to move to think” in our classrooms?

  • Any other ideas from the video?


The learning revolution ted talk sir ken robinson
The Learning Revolution AbilitiesTED Talk Sir Ken Robinson

  • http://www.ted.com/index.php/talks/sir_ken_robinson_bring_on_the_revolution.html


Discussion with the learning revolution
Discussion with the Learning Revolution Abilities

  • How do we go about finding and developing our students’ “natural resources” in mathematics?

  • How do we disenthrall ourselves from past math practices to initiate new practices?

  • How can we look at math in a non-linear way?

  • In our mathematics program, how do we move away from the “fast food” mentality?

  • How can we in mathematics feed our student’s passions?

  • How do we create conditions under which our students can flourish in mathematics?

  • How do we differentiate to help meet our students’ needs?

  • How is inclusion of students an important part of the learning revolution?


The opportunity for adversity ted talk aimee mullins
The Opportunity For Adversity AbilitiesTED Talk Aimee Mullins

  • http://www.ted.com/talks/aimee_mullins_the_opportunity_of_adversity.html


Discussion questions
Discussion Questions Abilities

  • How does our language affect our teaching?

  • How do we empower our students?

  • How can we empower our students specifically in mathematics?

  • How do we help our students adapt to the challenges they will face?

  • How can we celebrate the adversity our students face?

  • How can we engage and support our students so they can share their gifts in mathematics?

  • How do we keep from putting lids on our students’ abilities?

  • How do we bring out the potential of every child in mathematics?


Review of today
Review of Today Abilities

  • In what ways, can you provide the students with opportunities to be creative with mathematics?

  • How in your teaching of mathematics can you become a part of what Ken Robinson refers to as the “learning revolution?”

  • How can you empower your students in their abilities in mathematics and not limit them?

  • What questions do you have about today’s session?


Day 2
Day 2 Abilities

  • Focus:

  • Inclusion and Collaboration

  • Article: “Who Are Our Schools Really For?”

  • Video: Sugata Mitra


Review previous session
Review Previous Session Abilities

  • Answer any questions

  • Any new thoughts


Inclusion article who are our schools really for
Inclusion Article: Who Are Our Schools Really For? Abilities

  • Protocol: The Final Word

  • Take 10 minutes to review the article

  • Choose one idea or topic that stands out

  • 1st team member shares topic or idea, but makes no other comments

  • Round robin, each person comments on initial person’s reflection

  • NO CROSS TALK!

  • Initial person then has conversation return and they have the Final Word

  • Repeat pattern all the way around the group


Collaboration having students work together
Collaboration: Having students work together Abilities

  • Advantages For Students

    • Rely on each other

    • Explanation of how and why not just answer

    • Creative

    • Learn from one another’s strengths

    • Challenge each other

    • Learn team work


The future of education dr sugata mitra
The Future of Education AbilitiesDr. Sugata Mitra

  • http://www.youtube.com/watch?v=Ps8MwyJH8Zo


Implications
Implications? Abilities

  • What implications does the video have for your own teaching?


Putting it into practice
Putting It Into Practice Abilities

  • In teams of three, work together to find the answer:

  • Are perimeter, area, and symmetry connected?

  • Use any resources available

  • Use other groups


Review of today1
Review of Today Abilities

  • In what way can you use inclusion and collaboration to meet your students’ needs?

  • What possible questions could you ask your students that they could investigate?


Day 3
Day 3 Abilities

  • Focus:

    • Review last session- collaboration and inclusion

    • Sharing of other ideas for students to collaborate on

    • Begin looking at tiered assignments

  • Video: Skiing and Mathematics

  • Video: Tiered Assignments


Collaboration follow up activity
Collaboration Follow-Up Activity Abilities

  • Holes, Polar Bears, and Fish

  • 15 minutes individually

  • Discussion

  • 15 minutes collaboratively

  • Discussion collaboratively vs. individually


Tiered assignments
Tiered Assignments Abilities

  • Comparing Math to Skiing

  • http://www.viddler.com/explore/dsuarez/videos/2/7.241/



Tiered assignments in practice
Tiered Assignments In Practice Abilities

  • Video- VHS Instructional Strategies for the Differentiated Classroom: #3 Tiered Assignments


Reaction to the video
Reaction to the Video Abilities

  • What did you like?

  • What would you do differently?


Follow up activity
Follow-Up Activity Abilities

  • Design a lesson with tiers



Reflection
Reflection Abilities

  • What did I learn today?

  • What do I want to know more about?


Day 4
Day 4 Abilities

  • Focus:

  • Applying Tiered Assignments

  • Readiness Differences

  • Math Is Not Linear


Tiered activity super value shapes
Tiered Activity - AbilitiesSuper Value Shapes

  • Three groups

  • Same activity

  • Three different levels

  • Results

  • Reflection


Readiness differences
Readiness Differences Abilities

  • Tiered assignments support differences in student readiness

  • Students progress at different levels

  • What ways do we approach dealing with readiness differences in our classrooms?


Math is not linear
Math is Not Linear Abilities

  • http://prezi.com/aww2hjfyil0u/math-is-not-linear/


Reactions
Reactions? Abilities

  • How do we teach math in a non-linear way?

  • Why would we want to teach this way?

  • How would it be best for students of all abilities?


Putting it i n action
Putting It AbilitiesIn Action

  • Think of some investigations or research some investigations you can do with your students that would combine different subjects of mathematics.


Reflection of sessions 1 4
Reflection of Sessions 1-4 Abilities

  • So far, what is your “AHA” moment?

  • What do you want to know more about?

  • What questions do you still have?


Day 5
Day 5 Abilities

  • Focus:

    • Changing Education Paradigms

    • Universal Design For Learning and Mathematics

  • Video: Sir Ken Robinson

  • Video: Universal Design and Universal Design for Learning


Changing the education paradigms
Changing the Education Paradigms Abilities

  • http://www.youtube.com/watch?v=zDZFcDGpL4U&feature=player_embedded

  • Sir Ken Robinson discusses changing the ways we teach to engage our students


Discussion ideas
Discussion Ideas Abilities

  • How do we create an engaging, aesthetic experience for our students in mathematics?

  • What did you think of his views on ADHD?

  • How do we allow for divergent thinking in mathematics?


Universal design for learning udl
Universal Design for Learning (UDL) Abilities

  • Principles

    • Equitable use

    • Flexible

    • Simple and intuitive

    • Perceptible information

    • Tolerance for error

    • Low physical effort

    • Size and space for approach and use


Video universal design and universal design for learning
Video: Universal Design and Universal Design for Learning Abilities

  • http://udlselfcheck.cast.org/window.php?src=videos


Implementing universal design for learning
Implementing Universal Design For Learning Abilities

  • Go to computer lab and visit this site:

  • http://iris.peabody.vanderbilt.edu/udl/chalcycle.htm


Reflection1
Reflection Abilities

  • What did you learn about UDL?

  • What works with UDL?

  • Do you see any problems with UDL?


Design a math lesson using udl
Design a math lesson using UDL Abilities

  • With a partner, follow the attached UDL lesson plan for your class.


Share lesson plans
Share lesson plans Abilities

  • Share your lesson plans with the group

  • Suggest any ideas for consideration in each lesson


Reflection2
Reflection Abilities

  • Why would I want to use UDL?

  • What questions do you still have about UDL?


Day 6
Day 6 Abilities

  • Final Day’s Focus:

    • Math Needs a Makeover

    • Homework

    • Co-Teaching

    • Review

  • Video: Dan Meyers- Math Needs a Makeover


Dan meyer math needs a makeover
Dan Meyer- Math Needs a Makeover Abilities

  • http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html


Putting it into practice1
Putting It Into Practice Abilities

  • In pairs, see if you can design an open-ended real world mathematics problem that the students could solve.

  • How would you have the students go about solving the problem?


Sharing ideas
Sharing ideas Abilities


Homework
Homework Abilities

  • Review homework article by Bambi Betts

  • Why do we give homework?

  • What do students get from it?

  • Do we differentiate with our math homework?


Math homework
Math Homework Abilities

  • Should be:

    • Engaging

    • Authentic

    • Inquiry based

    • Investigative

    • Differentiated


Design an engaging and authentic homework for math
Design an engaging and authentic homework for math Abilities

  • In pairs, create a sample piece of homework.

  • We will share these when finished.


Co teaching
Co-Teaching Abilities

  • One teach, one observe

  • Station teaching

  • Parallel teaching

  • Alternative teaching

  • Teaming

  • One teach, one assist



In what ways does this video reflect inclusion
In what ways does this video reflect inclusion? Abilities

  • http://nfb.tv/film/canada_vignettes_the_egg

  • Discuss what meanings you found in the film.


Final review
Final Review Abilities

  • Thank You!


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