fulton county schools mathematics professional development for middle schools august 12, 2010...
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Fulton County Schools Mathematics Professional Development for Middle Schools
August 12, 2010
Essential Question: How do we use the FCS Mathematics Curriculum to facilitate student mastery of the standards?
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Norms for TodayNorms for TodayCellphonesRestroomsActive ParticipationProfessionalism
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PARKING LOTPARKING LOT
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Welcome BackWelcome Back“Standup for “Standup for YourselfYourself”…”…Taught at a different school last
yearTraveled during the Summer breakNever got a speeding ticketLike to cookLove chocolateWorked out at least once this weekPlay a musical instrument
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The Big FourHigh Leverage Practices for Increasing
Student Achievement
An Instructional Framework
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1. Classroom Management
2. Content Planning3. Instruction4. Assessment for
Learning
The Big Four
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Students learn best in classes where … there are few class disruptions,students are on taskexpectations are posted and followed by studentsthe majority of interactions with the teacher are positive.
Classroom Management
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STOIC◦ STRUCTURE/organize all school settings
for success.◦ TEACH students how to behave
responsibly in those settings.◦ OBSERVE student behavior (supervise!)◦ INTERACT positively with students.◦ CORRECT irresponsible behavior
calmly, consistently, and immediately in the setting in which the infraction occurred.
Classroom Management
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Students learn better if they have a very clear understanding of the connections between …
• what they have learned previously,
• what they are learning now,
• and what they will be learning in the future.
Content Planning
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Content Planning
•Identify key essential questions and assessment items
•Identify potential misconceptions/misunderstandings
•Create a unit content map
•Use the questions and content map effectively each day with students.
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Instruction
Students learn better when instruction◦is clear, ◦requires a high degree of mental
engagement, ◦and varied.
Therefore, instruction should be ◦direct, ◦rigorous◦and differentiated.
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Assessment for Learning
•When students clearly understand their learning targets, and their progress toward those learning targets, they are more motivated.
•Additionally, when teachers clearly understand how well their students are learning content, they can make better decisions about how to differentiate and pace learning experiences in the classroom.
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Assessment for Learning
•Clearly identify acceptable evidence of student learning and communicate it to students
•Check for understanding throughout the class period
•Frequently monitor and provide precise feedback on student learning
•Involve students as their own assessors
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What’s What’s DirectDirect About About Direct Instruction? Direct Instruction?
Fulton County Schools Mathematics Professional Development for Middle Schools
August 12, 2010
Essential Question: How do we use the FCS Mathematics Curriculum to facilitate student mastery of the standards?
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What it What it is What it is notis What it is not
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Our Goals: Our Goals: Fulton County’s vision is for students to
◦master the curriculum, ◦to be nationally competitive ◦ to strive beyond the knowledge level
(know) ◦ reach a deep understanding (application,
analysis, evaluation, synthesis level) of the standards.
A blueprint provides a detailed plan so that a builder can create someone else’s vision.
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Direct Instruction Direct Instruction A method for organizing instruction
so that students acquire, retain, and generalize new learning in an efficient and effective manner.
Teacher-directed instructional approach
Includes continuous modeling by the teacher, followed by more limited teacher involvement and then fading teacher involvement as students begin to master the material.
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Visible Learning: John A. C. Visible Learning: John A. C. HattieHattie
How does this text remind you of something you have read elsewhere?
What real world examples are you reminded of when reading this text?
In what ways does this text relate to your own experiences as a teacher?
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Direct Instruction Involves Direct Instruction Involves Seven Major Steps:Seven Major Steps:
1. Communication of Learning Intentions
2. Communication of Success Criteria 3. Build Commitment and
Engagement 4. Teacher Presentation Strategies 5. Guided Practice 6. Closure7. Independent Practice
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Lesson OpeningLesson Opening
Ignites student thinking about the standards clarifies the purpose of learning,
Sparks interest, activates the brain,Engages students Assesses and links prior knowledge and
builds prerequisites if necessary to build a foundation.
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Lesson OpeningLesson Opening
1. Communication of Learning Intentions (Ex: Standards, Essential Questions)
2. Communication of Success Criteria( Ex: Responses to Essential Questions, Rubrics, Exemplary Work)
3. Build Commitment and Engagement
(Ex: Sponge Activities, Activating Strategies)
4. Teacher Presentation Strategies (Ex: Whole class discussions, PowerPoint Presentations Demonstrations)
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Work PeriodWork PeriodInvolves either teacher focused or student
focused flexible small group, individual, pair, station, or whole group;
Provides opportunities for students to make connections and build ownership;
Allows for conferencing, checking for understanding, differentiating by supporting students with scaffolding, interventions or extensions;
Emphasizes application of content and skills related to the Standards, essential questions, and performance tasks.
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Work PeriodWork Period
5. Guided Practice
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Lesson Summary Lesson Summary Promotes student reflection,
synthesize, and clear up students’ misconceptions
Connects back to the Standard(s) and Essential Question(s), and prepares students to work independently.
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Lesson SummaryLesson Summary
6. Closure7. Independent Practice
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Planning LessonsPlanning Lessons
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What it is What it is notWhat it is What it is not Teacher Directed Teacher Modeling Highly Structured Explicit Teaching Emphasizes both skills and
concepts Carefully Articulated
Sequenced Lessons Breaking Task Down Into
Small Steps Small-Group Instruction Allowing Independent
Practice and Individually Paced Instruction
Constant Interaction Between Teacher and Student
Students uncover mathematical ideas without teacher input
Teachers do not make sure students’ questions get answered
Students figuring out what to do on their own
Lecturing from textbook Teaching a basic skill in
isolation from meaning or context
Drill and Kill Teacher Centered Boring and Alienated Basic Skills Only
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Video ClipVideo Clip
The “Napster” is like a teacher using direct instruction because …
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Final Thoughts…Final Thoughts… Great teachers are intentional
about where they want their students to go, and “direct” them as to when and how they are going to get them there.
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Contact InformationContact InformationFulton County Schools Mathematics Dept.
786 Cleveland Ave, SWAtlanta, GA 30315
404-763-6883
Pamela Seda, Ph.D., [email protected] Hilton - HS,
[email protected] Savage - MS,