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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

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
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
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
slide9
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
  • Conference Call Dates
    • Who/When/How
  • Training Evaluation
  • Questions/Comments
emails
Emails
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