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Purposeful Planning by Backward Design and Targeting the TEKS 7th GRADE. Wendy Curtner Math Instructional Team. Ice Breaker: Math Trivia…. A woman gives a beggar 50 cents; the woman is the beggar's sister, but the beggar is not the woman's brother. How come?

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purposeful planning by backward design and targeting the teks 7th grade

Purposeful Planning by Backward Design and Targeting the TEKS7th GRADE

Wendy Curtner

Math Instructional Team

ice breaker math trivia
Ice Breaker: Math Trivia…
  • A woman gives a beggar 50 cents; the woman is the beggar's sister, but the beggar is not the woman's brother. How come?
  • 2. Why can't a man living in the USA be buried in Canada?
  • 3. How many outs are there in an inning?
  • 4. Is it legal for a man in California to marry his widow's sister? Why?
  • 5. Two men play five games of checkers. Each man wins the same number of
  • games. There are no ties. Explain this.
  • 6. Divide 30 by 1/2 and add 10. What is the answer?
  • 7. If there are 3 apples and you take away 2, how many do you have?
  • 8. A doctor gives you three pills telling you to take one every half hour. How long
  • would the pills last?
  • 9. A clerk in the butcher shop is 5' 10'' tall. What does he weigh?
  • 10. How many two cent stamps are there in a dozen?
  • 11. What was the President's name in 1950?
  • C
slide3

Things that we know:

  • Our state curriculum is 100% aligned to the NCTM
  • standards
  • 1992-2005 94% of the SAT was over grade 8 TEKS
  • 2005-2008 69% of the SAT is now over grade 8 TEKS
  • 21st year Texas gave state criterion referenced test
  • Texas is 43rd in the nation out of 50 in math on SAT
  • results
  • This year’s 8th graders will be the first to take EOC
slide4

Marzano did an analysis of in-school factors that affect student achievement. Guess what he found?

Coming in at first place!

What gets taught…he calls this a

“guaranteed and viable curriculum.”

slide5

“The impact of the actual, taught curriculum on school quality, on student learning, is indescribably important.” Marzano

slide6

Backward Design Process:

  • Look at the ARRC: At-a-Glance and Timelines
  • Study and understand TEKS
  • Create Essential Questions
  • Consult Kilgo testing history
  • Create your assessment
  • Plan your instruction
math planning binders your tool

Math Planning Binders, your tool…

ARRC timelines

TEKS booklets

Kilgo – TAKS testing history

Coming soon to Print Shop:

Newly released TAKS testing history

slide9

Study and Target the TEKS

  • Cognitive alignment: Do the verbs in the SE match the steps in thinking required for answering the questions you are asking the students?
  • Concept Alignment : Does the noun in the SE match the concepts tested in the question?
  • Context Alignment: Is the contextof the instruction on the concept the same as the context stated in the TEKS?
  • One more thought…ContentVocabulary: Does the mathematic vocabulary you are using for instruction and assessment match the vocabulary in the SE?
slide10

Target the TEKS…not the Topics.

7.2A Representmultiplication and divisionsituations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers.

VERB: represent

Noun: multiplication and division situations

(fractions/decimals)

Context: concrete models (objects, pictures,

words, and numbers.)

Do your instruction and assessment use this verb, noun, and context?

let s try it

Let’s Try it…

Verb: ________________

Noun: _______________

Context: _____________

essential questions
Essential Questions…

Under Construction…

Coming to a grade level meeting near you!

slide13

Scaffolding the Questions:

  • Facilitates discovery of solutions
  • Models the thinking you wish students
  • to do when solving the problem
  • Applies prior knowledge
  • References formula chart
  • Creates pictures, charts or diagrams
  • Helps students create their “own
  • understanding” of the concept.
slide14

Scaffolding…

  • Draw a picture of a rope representing the total length of the rope. (6.5m)
  • 2. Cut the picture into a diagram representing the parts of that rope (0.2m)
  • 3. Which operation goes with cutting a rope?
  • 4. Write an expression that models your picture.
slide15

Let’s Try Scaffolding…

As a group, come up with 3 to 4 questions that break down (scaffold) this question…

slide16

Let’s Try Scaffolding again…

As a group, take off the answer choices and come up with 3 to 4 questions that break down (scaffold) this question…

slide17

More Ideas for Scaffolding…

  • Take off multiple choice answers on occasion
  • Ask for multiple representations
  • Reference formulas and use the formula chart daily
  • Ask for generalizations
  • Ask for an explanation, written or oral
  • Ask for examples or non-examples
  • Ask for a prediction
  • Invert the problem
  • Have students create charts and graphs

as well as interpret them

slide18

The key to student success is purposeful planning that Targets the TEKS and the alignment of instruction and assessment to the TEKS

slide19

A Resource to make your planning easier…

  • http://rrisdmathteam.wikispaces.com/
  • (one stop shop for math instruction resources)
  • Region 9 – word documents of all questions by
  • TEKS and objectives
  • Pre-Created assessments by unit
  • Pre-Created activities
  • Much, much, more…

Math Wiki