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## NYS Math Modules

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**NYS Math Modules**A Module Overview For 7-12 Administrators**Goals and Objectives**• Timeline for Changes in NYS Testing for Math Regents Exams • NYSED Curriculum Modules • Navigating www.engageny.org • Sample Tasks • Year-Long Overview • Module Overview • Topic Overview • Evidence Collection Guide**Blueprint on Algebra 1 Regents Exam**• http://www.engageny.org/resource/regents-exams-mathematics**WHY?**• I Know Good Instruction When I See it! • What teachers should be teaching • What students should be learning • Teachers must teach differently • Vocabulary • Student Struggle time • Differentiation • Inquiry**THREE LAYERS**• Curriculum Overview • Module Overview • Topic Overview**“Math Class Needs a Makeover”**Speaker: Dan Meyer http://www.youtube.com/watch?v=NWUFjb8w9Ps**Types of Lessons**• Problem Set Students and teachers work through examples and complete exercises to develop or reinforce a concept or procedure. • Socratic Teacher leads students in a conversation to develop a specific concept or proof. • Exploration Independent or small group work on a challenging problem followed by debrief to clarify, expand or develop math knowledge • Modeling Students and teacher practice part of the modeling cycle with problems that are ill-defined and have a real world context.**Exit Tickets**• "Exit Tickets" end the closing, they are short formative assessments meant to provide a quick glimpse of the days major learning**5 Practices for Orchestrating Productive Mathematics**Discussion • Margaret Smith's book, 5 Practices for Orchestrating Productive Mathematics Discussions is designed to help teachers to use students' responses to advance the mathematical understanding of the class as a whole by providing the teachers with some control over what is likely to happen on the discussion as well as more time to make instructional decisions by shifting some of the decision making to the planning phase of the lesson The 5 practices are: 1. anticipatinglikely student responses to challenging mathematical tasks 2. monitoringstudents' actual responses to the tasks(while students work on the tasks in pairs or small groups) 3. selectingparticular students to present their mathematical work during the whole- class discussion 4. sequencing the student's responses that will be displayed in a specific order 5. connectingdifferent student's responses and connecting the responses to key mathematical ideas.**Classroom Video**• https://www.teachingchannel.org/videos/conjecture-lesson-plan?fd=1 • Standards of Mathematical Practice Video • http://www.insidemathematics.org/index.php/commmon-core-math-intro**2013-2014 Training**• Module Training • Year-long training • Module training BEFORE module is taught • Optional math deep dives • Web based and face to face options • Developing Mathematical Ideas • Building A System of Tens • Making Meaning of Operations • Reasoning Algebraically About Operations**Your Next Steps**• NOW • Begin reading A Story of Ratios/Functions Curriculum Overview documents • Become familiar with the Evidence Guide • Inform teachers of Year- Long Professional Learning Opportunities on Module training • Plan building PD • First Week of School • Read Module 1 Overviews • Follow Curriculum Map and read each module overview upon start of a module • Before a Walkthrough • Explore the Evidence Guide and associated documents • Read Topic Openers/ Overviews**Where to start with teachers…**• Read A Story of Ratios/Functions Curriculum Overview document • Read through module to ensure understanding • No “print and go” • Complete the Mid/End-of-Module Assessments first • Start with the end in mind to help guide work • Methods of planning and delivery • Team work, Common Planning, PDs • While in planning remember… Inquiry, Engagement and Differentiation.**Did we meet the goals and Objectives?**• Timeline for Changes in NYS Testing for Math Regents Exams • NYSED Curriculum Modules • Sample Tasks • Year-Long Overview • Module Overview • Topic Overview • Evidence Collection Guide