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Quarterly Meeting Focus Welcome • To reflect on the Alabama Quality Teaching Standards: (AQTS) Standard 1: Content Knowledge Standard 2: Teaching and Learning Standard 5: Professionalism • To study an exemplary lesson for elements that reflect the College-and Career- Standards for Mathematics
Alabama Quality Teaching Standards (AQTS) Standard 1: Content Knowledge To improve the learning of all students,teachers master the disciplines related to their teaching fields including the central concepts, important facts and skills, and tools of inquiry; they anchor content in learning experiences that make the subject matter meaningful for all students.
Alabama Quality Teaching Standards (AQTS) Standard 2: Teaching and Learning To increase the achievement of every student, teachers draw upon a thorough understanding of learning and development; recognize the role of families in supporting learning; design a student-centered learning environment; and use research-based instructional and assessment strategies that motivate, engage, and maximize the learning of all students.
Alabama Quality Teaching Standards (AQTS) Standard 5: Professionalism To increase the achievement of all students, teachers engage in continuous learning and self-improvement; collaborate with colleagues to create and adopt research-based best practices to achieve ongoing classroom and school improvement; and adhere to the Alabama Educator Code of Ethics and federal, state, and local laws and policies.
As professionals, we should take ownership of our professional growth and continued improvement This is an opportunity to do just that!
A Collaborative Lesson Study • Does each of us have a shared vision of what teaching and learning mathematics looks like? • Taking about 5 minutes, think of 3 or more components of a mathematics lesson you feel are important and should be found in a mathematics lesson. • Please do not share with your group, yet.
A Collaborative Lesson Study Be ready to share your Group’s ideas! • Write your ideas anywhere on the chart paper provided to your group, just not in the circle. • Take about 5-7 minutes to discuss your ideas with your group. • Do your ideas reflect current research in mathematical education? • Do your ideas reflect the vision of the College- and Career-Ready standards
A Collaborative Lesson Study • Now, in your groups, write in the circle using 15 words or less, what your group decided are the components of a good mathematics lesson. • After 10 minutes, each group will share their thoughts.
MARSMathematics Assessment Resource Service An Example of an Exemplary Lesson The MARS project designs and develops well-engineered lessons to support US schools in implementing the Common Core State Standards for Mathematics. Each lesson includes the math practice standard(s), math content standard(s) and formative assessment . The lesson we will study today is found under the Middle School Lessons. http://map.mathshell.org/materials/index.php
Using Positive and Negatives Numbers in Context As you read through the lesson , think about the following questions. • Does this lesson target a set of grade level mathematics standard(s) at the level and rigor expected in the College- and Career-Ready Standards? • Are the Mathematical Practice Standard(s) identified, handled in a grade-appropriate way, and well connected to the content being addressed? • Does the lesson present a balance of mathematical procedures and deeper conceptual understanding?
Using Positive and Negatives Numbers in Context Take the next 15 minutes to do the mathematical task designed in the lesson.
We have looked at several important components for an Exemplary Lesson such as Math Practice Standards, Content Standards, and Formative Assessment. Now let’s think about how to accommodate the Lesson for all students.
Students with Disabilities are oneof the many reasons we need to reflect on the importance of accommodating the lesson. Federal laws require participation by students with disabilities in the general education curriculum. • No Child Left Behind Act of 2001 • Individuals with Disabilities Education Act of 2004 The following slides define and suggest accommodations that can be used in a lesson which will best benefit students.
Accommodations • Accommodationsare things we do for students with disabilities to lessen the impact of their disability in the teaching/learning environment. • Accommodations are intended to reduce or even eliminate the effects of a student’s disability; they do not reduce learning expectations. Council of Chief State School Officers, 2005
Accommodations • Accommodations are practices and procedures related to areas such as time, schedule, presentation, response, and setting that provide equitable instructional and assessment access for students with disabilities.
Ways to Include All Students in Instruction and Assessment • Provide accommodations during instruction and assessment. • Utilize resources (e.g., Alabama Curriculum Guides) for students not performing at grade level.
Accommodations Examples of accommodations for a mathematics assignment: • The student with a disability is required to complete only 15 multiplication problems, while other students complete 25 problems; or • The student with a disability is allowed more time to complete the work.
Why is this lesson an example of an exemplary lesson? In your groups, revisit the following questions to reflect and discuss the task and the lesson planand how it can accommodate students with disabilities. • Does this lesson target a set of grade level mathematics standard(s) at the level and rigor expected in the College- and Career-Ready Standards? • Are the Mathematical Practice Standard(s) identified, handled in a grade-appropriate way, and well connected to the content being addressed? • Does the lesson present a balance of mathematical procedures and deeper conceptual understanding?