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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
  • Broken into 6 days
  • 3 hours of PD/day
  • Focus:
    • Teaching Mathematics Effectively Through:
      • Creativity
      • Investigation
      • Differentiation
      • Inclusion
day 1
Day 1
  • 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 CreativityTed Talk Sir Ken Robinson
  • http://www.ted.com/index.php/talks/ken_robinson_says_schools_kill_creativity.html
questions for discussion
Questions for Discussion
  • 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 RevolutionTED 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
  • 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 AdversityTED Talk Aimee Mullins
  • http://www.ted.com/talks/aimee_mullins_the_opportunity_of_adversity.html
discussion questions
Discussion Questions
  • 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
  • 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
  • Focus:
  • Inclusion and Collaboration
  • Article: “Who Are Our Schools Really For?”
  • Video: Sugata Mitra
review previous session
Review Previous Session
  • Answer any questions
  • Any new thoughts
inclusion article who are our schools really for
Inclusion Article: Who Are Our Schools Really For?
  • 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
  • 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
  • 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 Dr. Sugata Mitra
  • http://www.youtube.com/watch?v=Ps8MwyJH8Zo
  • What implications does the video have for your own teaching?
putting it into practice
Putting It Into Practice
  • 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
  • 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
  • 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
  • Holes, Polar Bears, and Fish
  • 15 minutes individually
  • Discussion
  • 15 minutes collaboratively
  • Discussion collaboratively vs. individually
tiered assignments
Tiered Assignments
  • Comparing Math to Skiing
  • http://www.viddler.com/explore/dsuarez/videos/2/7.241/
tiered assignments in practice
Tiered Assignments In Practice
  • Video- VHS Instructional Strategies for the Differentiated Classroom: #3 Tiered Assignments
reaction to the video
Reaction to the Video
  • What did you like?
  • What would you do differently?
follow up activity
Follow-Up Activity
  • Design a lesson with tiers
  • What did I learn today?
  • What do I want to know more about?
day 4
Day 4
  • Focus:
  • Applying Tiered Assignments
  • Readiness Differences
  • Math Is Not Linear
tiered activity super value shapes
Tiered Activity - Super Value Shapes
  • Three groups
  • Same activity
  • Three different levels
  • Results
  • Reflection
readiness differences
Readiness Differences
  • 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
  • http://prezi.com/aww2hjfyil0u/math-is-not-linear/
  • 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 In 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
  • 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
  • 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
  • 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
  • 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)
  • 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
  • http://udlselfcheck.cast.org/window.php?src=videos
implementing universal design for learning
Implementing Universal Design For Learning
  • Go to computer lab and visit this site:
  • http://iris.peabody.vanderbilt.edu/udl/chalcycle.htm
  • 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
  • With a partner, follow the attached UDL lesson plan for your class.
share lesson plans
Share lesson plans
  • Share your lesson plans with the group
  • Suggest any ideas for consideration in each lesson
  • Why would I want to use UDL?
  • What questions do you still have about UDL?
day 6
Day 6
  • 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
  • http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html
putting it into practice1
Putting It Into Practice
  • 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?
  • 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
  • Should be:
    • Engaging
    • Authentic
    • Inquiry based
    • Investigative
    • Differentiated
design an engaging and authentic homework for math
Design an engaging and authentic homework for math
  • In pairs, create a sample piece of homework.
  • We will share these when finished.
co teaching
  • 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?
  • http://nfb.tv/film/canada_vignettes_the_egg
  • Discuss what meanings you found in the film.
final review
Final Review
  • Thank You!