Model Digital Learning with RTI & STEM

to address

A Concept-Driven, Diverse Learning Environment

R. Neufeld .. www.neufeldlearning.com

NCTM BostonApril 2015

Change the mindset

from “remembering how”

to“understanding why”

STEP 1: The Learning Environment

Reach All Through Tiered Lessons

Watch Less.

Do More!

Instructional Paradigm Shift: Students

“Active learning practices

have a more significant

impact on student

performance than any other

variable, including student

background and prior

achievement.”Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning

Dr. Brigid Barron and Dr. Linda Darling-Hammond, Stanford University

Good Mathematics is:-not about how many answers you know.

-but about what you do when you don’t know answers.

Encourage

“GRAPPLING”

Team Leaders/Administrators

• convince teachers to teach for understanding.

• prepare parents for the fact that teachers may not be providing all of the answers.

• prepare parents that students will be grappling with challenging material.

• note answers are important but not sufficient.

build it

talk it

draw it

write it

OWN IT!!Create a self-paced approach but within a

multiple approach opportunity.

Build it, Draw it, Talk it, Write it … OWN IT!!

The Curriculum:• envisions a higher level of rigor based on a

deeper understanding of a pared down number of curricular objectives.

• poses a challenge for teachers who must not only be fluent in content but also attain the particular pedagogy to be able to convey it to their students.

The Emphasis is on:• students doing mathematics.

• students demonstrating thinking and learning.

• students grapple with challenging tasks in a learning environment that will support equity in schools.

Students:• Engage in Discourse. Students articulate their

own ideas and seriously consider their peers’ perspectives as a way to construct mathematical understandings.

• Encourage students • to listen carefully to one another’s ideas• to disagree and question with respect

… “ I beg to differ!”

… “ Excuse me. Can we talk about that?”

Teach students to :• Use Effective Questions

• Show me another way …• How are these the same / different … • What would you do if …• Why did you … • What else could you have done …

• Use Productive Talk Moves• Revoicing - Repeating and asking for clarification• Repeating - Students restate someone else’s reasoning• Reasoning - Apply their reasoning to another’s reasoning• Adding on - Prompting for further participation• Waiting - “Take your time. We will wait.”

Challenges for Teachers• Broad ability ranges within a class

• Need for differentiated instruction - RTI• Wide range of literacy skills • Diverse learning styles

• Teachers are being asked to teach in ways that they were never taught.

• Need to “go deep” and teach with understanding.

Teachers must be able to…

• Unpack familiar math concepts to lead to understanding.

• Require knowledge of an explanation of a concept.

• Understand methods and solutions different from their own.

STEP 2:The Vision in 2008:

• To Design a concept-driven learning platform to support the diversity of teachers, students and parents in their construction of math knowledge.

• To Design a platform to reach every student and teacher … anytime and anywhere.

• To Design a platform aligned to the curriculum and modeled on a 3 part lesson to involve activities from concrete to abstract, integrating multiple approaches, entry points and representations.

UMath X, the 10th version of Understanding Math, is a diverse, digital learning environment that includes browser based software and related resources to offer 100% coverage of curriculum.

Frameworks for Learning are 3 part content-driven lessons to model a wide variety of implementations of UMath X to create diverse learning environments.

• Get Started• Work at It• Reflect and Connect

STEP 3:Realizing the Vision .. 2015

• supports constructivist thinking.  People build their own understandings and

knowledge of the world through personal and collaborative experiences that encourage reflection.

• demonstrates differentiated instruction through an interactive multi-sensory approach.

• uses multiple entry points and seamless integration to support both content and instruction.

UMath X, a learning environment:

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• Login to www.neufeldlearning.com for short video tutorial.• Login to UMath X .. www.neufeldlearning.com/preview • Use generic login .. student and generic password .. studentpwd

• Select concept to be taught in UMath X menu or in Curriculum Menu• Select a framework to model teaching with diverse approaches.Samples:**CCSS Menu UMath X Menu Frameworks7.G.02.06 Polygons Broken Into Simpler Shapes tier 1, tier 2, tier 36.G.01.01 Area of a Trapezoid .. 4 ways tier 1, tier 2, tier 37.RP.01.03 Estimation Using Proportions tier 1, tier 2, tier 37.RP.01.02c Ratio Table – Introduction tier 1, tier 2, tier 38.F.02.04 Linear Relations – Elastic Fractions tier 1, tier 2, tier 38.EE.02.06 Similar Triangles & Slope

tier 1, tier 2, tier 38.F.02.05 Interpreting Graphs Without a Scale tier 1, tier 2, tier 3Note .. See document “Model Digital Learning with RTI & STEM…”NCTM Boston

Step 4: MODEL the Process:Whole Group..or..Small Group-differentiate .or..One on One

NCTM Boston

**or use .. MENUS .. TX TEKS, VA SOLs, ON Expectations, FL Standards

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