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Professional Development Workshop II
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  1. Professional Development Workshop II

  2. presentors Dianthia Gilmore; Nathan Hale & East Tech Endora Kight; Carl F Shuler, Almira & Mound

  3. agenda Welcome & Introductions Go over homework from Workshop I Time Management in a 40 minute/Block Schedule Activity Data Analysis: Real World Projects Questions, Comments, & Discussion

  4. Ice Breaker

  5. Ice breaker Hello, my name is___ & my buddy is ___. Since our last session, we connected online and discussed ___

  6. Homework questions

  7. Differentiated Time management in a 40 minute or block schedule

  8. TODAY’S PRESENTATION Today, we will continue showing different ways to differentiate in the classroom environment. Remember, we can differentiate By content By process By product and/or By climate.

  9. TODAY’S PRESENTATION We will present two forms of lesson plans; a Detailed Lesson Plan and a Simple Lesson plan. Both forms of lesson plans can be used in any classroom setting. However, the Detailed Lesson Plan works well in a block setting where time is allotted for activities, small group and whole group discussions.

  10. TODAY’S PRESENTATION The lesson plan templates used are from our district adopted textbook, Holt and teacher created.

  11. TODAY’S PRESENTATION For today’s lesson, we will focus on both math & technology standards

  12. standards MATH STANDARDS Data Analysis & Probability Mathematical Process TECHNOLOGY STANDARDS Technology for Productivity Applications http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1707&ContentID=1279&Content=72514

  13. BENCHMARKS 9.5 A Create, interpret and use graphical displays and statistical measures to describe data; e.g., box-and-whisker plots, histograms, scatter plots, measures of center and variability. 8-10 A Formulate a problem or mathematical model in response to a specific need or situation, determine information required to solve the problem, choose a method for obtaining this information, and use limits for acceptable solution.

  14. BENCHMARKS CONT. 9.3 B Identify, select and apply appropriate technology tools and resources to produce creative works and to construct technology enhanced models 9.3 B.2 Demonstrate proficiency in all productivity tools (e.g., word processing, spreadsheet, database, desktop publishing).

  15. Journal article Unique Challenges in Teaching Undergraduate Statistics

  16. Journal article A statistic instructor faces 4 major challenges when teaching basic statistical concepts. Motivating students to study material they think is uninteresting Handling Math Anxiety Dealing with Performance Extremes Making the Learning Memorable

  17. Journal article For motivating students to study material they think is uninteresting the authors states Instructors need to make deliberate efforts to enhance motivation by the following: Active Learning; having fun and have students generate their own data Mastery Learning; achieve mastery of the material rather than just passing an exam

  18. Journal article Handling Math Anxiety the authors states This is an emotional state of dread of future math related activities. Two possible methods of reducing math anxiety are: Tutoring; focus on basic math skills & exposure to the material that makes them anxious Relieving Exam Pressure; provide unlimited time & allowing repeat examinations

  19. Journal article Dealing with Performance Extremes the authors states Performance extremes in statistics seem larger than in other courses. It is difficult to address the remedial needs of the low achievers while challenging the high achievers.

  20. Journal article Dealing with Performance Extremes the authors states cont. Recommendations include the following: Peer Tutoring; will enhance learning for both high and low achievers Concrete Presentation; provide students with concrete concepts rather than abstract concepts Proactive Approach; reach both strong and weak students…this may be time consuming for instructors, but a teaching assistant can help

  21. Journal article Making the Learning Memorable the authors states Instructors note that students remember little of what they learned in statistics. If instructors intentionally infused statistics throughout the curriculum, would students show good retention. With this stated, there are ways to increase retention:

  22. Journal article Making the Learning Memorable the authors states cont. Achieving Initial Understanding; use a distinct organizational scheme of course materials Providing Memory Cues; stories, visual images, cartoon, videos, & demonstrations

  23. Lesson plan template

  24. Holt textbook Go to my.hrw.com & click on Select Click on the Under Lesson Resources, click on Click on Lesson 3 Data Distributions

  25. Holt textbook 10-3 Lesson Plan Link http://my.hrw.com/math06_07/teacher/osp/alg1/data/chap10/section03/lesson_plan.pdf

  26. Ohio department of education Lesson Plan Link

  27. Ohio department of education Lesson Plan Link http://ims.ode.state.oh.us/ODE/IMS/Lessons/

  28. Teacher created

  29. Teacher created

  30. Teacher created

  31. Teacher created

  32. Teacher created

  33. Teacher created

  34. Teacher created

  35. Teacher created

  36. Teacher created

  37. Teacher created

  38. Teacher created

  39. Lesson plan template Detailed Lesson Plan See word document

  40. Calculator activity

  41. Calculator activity Texas Instrument http://education.ti.com/educationportal/activityexchange/activity_list.do?cid=us

  42. Calculator activity ACTIVITY #2 Technology Lab Recording Sheet

  43. Calculator activity Turn on your calculator Press the “STAT” key Press “#1(Edit)” or press the up or down arrow keys until the cursor is over #1(EDIT) then press ENTER Under L1, begin entering your data like so 19.88 then press ENTER 16.94 then press ENTER 15.94 then press ENTER Repeat until you have entered all your data

  44. Calculator activity Press 2ND, then Y= (STAT PLOT) Press #1, then press the left arrow key to move the cursor over the word ON Press ENTER Press the down arrow key and then press the right arrow key until the cursor is over the box- and whisker plot (the second box) Press ENTER

  45. Calculator activity Press the down arrow key and make sure your Xlist: L1 and Freq: 1 Press ZOOM Press #9 (ZOOM STAT) or press the down arrow key until the cursor is over #9 and then press ENTER You have created a Box-and-Whisker Plot

  46. Calculator activity Press TRACE What did you notice? What do you see on the bottom left of your calculator screen? Press the left and right arrow keys What do you notice? Are you able to answer all the question for Activity 2 on your worksheet?

  47. Calculator activity ACTIVITY Problem Solving Worksheet Technology Lab Recording Sheet

  48. Calculator activity For this next activity, we will create two box-and-whisker plots on the same grid.

  49. Calculator activity Repeat the same steps from the previous activity to create a box-and-whisker for your first data set. For your second data set, enter the data in L2 Press 2ND, then Y=(STAT PLOT) Press #2, then press the left arrow key to move the cursor over the word ON Press ENTER

  50. Calculator activity Press the down arrow key and then press the right arrow key until the cursor is over the box- and whisker plot (the second box) Press ENTER Press the down arrow key and make sure your Xlist: L2 and Freq: 1