SecIII13_Day2

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Pedagogy: Instructional Strategies

 * > ** Sec III Home ** ||||> **Day 1** ||> **Day 2** ||> **Day 3** ||> **Day 4** ||

Documents

 * [[file:DU2_Runaway_Radians_SecIII.pdf|DU2_Runaway_Radians_SecIII.pdf]] - single sided
 * [[file:SU2_Circular_Rulers_SecIII.pdf|SU2_Circular_Rulers_SecIII.pdf]] - single sided/separated
 * [[file:PU2_1_Runaway Rotations_SecIII.pdf|PU2_1_Runaway Rotations_SecIII.pdf]]
 * [[file:PU2_2_unaway Lights_SecIII.pdf|PU2_2_unaway Lights_SecIII.pdf]] - single sided/separated
 * [[file:Questioning Our Patterns of Questioning-1.pdf|Questioning Our Patterns of Questioning-1.pdf]]
 * [[file:Feedback_form_day2.pdf|Feedback_form_day2.pdf]]

Facilitation Notes
Day 2: Instructional Practice: Standard 7 Instructional Strategies Differentiation is the focus of the day. Some of the strategies include: Use of technology, student errors and misconceptions, a student notebook, and other practical strategies to use where the rubber hits the road while moving learners through the learning cycle.

As they come in, on Post-it Notes, write down what the develop, solidify, and practice means to you and post it on the three parts of the learning cycle from the day before. Clarify Learning Cycle, using portions of powerpoint as needed. || CMI Powerpoint ||
 * Time || Task || Materials ||
 * 8:30- 8:45 || __CMI Framework __- deepening the ideas of the **learning** cycle “Re-view”
 * 8:45 – 10:00 || __Develop math task __– DU2_Runaway_Radians

Math Focus: Build and interpret key features of trigonometric functions Pedagogy Focus: Differentiation || <span style="font-family: Cambria,serif;">Video (part of the launch). <span style="font-family: Cambria,serif;">5 chart papers with the questions listed below written prominently in the middle. ||
 * //<span style="font-family: Cambria,serif;">Notes: //

<span style="font-family: Cambria,serif;">Chalk talk: Teachers are not allowed to talk, but rather go in groups of 3-5 through different stations and in silence add their ideas to each chart. The participants are having a conversation through this chart – they can ask questions, express concerns, answer questions already give, or list ideas. Leave charts with these questions on the tables:
 * <span style="font-family: Cambria,serif;">Follow the outline of the teaching notes in <span style="color: #cc0000; font-family: Cambria,serif;">[[file:DU2_Runaway_Radians_SecIII_TN.pdf|DU2_Runaway_Radians_TN]] <span style="font-family: Cambria,serif;"> for launch, explore and discuss
 * <span style="font-family: Cambria,serif;">Conclude by saying that ordinarily the discussion would be concluded with a class entry of the journal summary, however we will leave that for the end of the day when the participants will make their own entries for the whole cycle.

//<span style="font-family: Cambria,serif;">Have participants read UET Standard 6C: //<span style="font-family: Cambria,serif;">The teacher: <span style="font-family: Cambria,serif;">c. Differentiates instruction for individuals and groups of students by choosing appropriate strategies and accommodations, resources, materials, sequencing, technical tools, and demonstrations of learning.
 * <span style="font-family: Cambria,serif;">What are strategies for differentiation?
 * <span style="font-family: Cambria,serif;">What are teacher moves that support differentiation?
 * <span style="font-family: Cambria,serif;">What aspects of tasks allow opportunities for differentiation?
 * <span style="font-family: Cambria,serif;">How do you use technology to assist in differentiation?
 * <span style="font-family: Cambria,serif;">How does sequencing contribute to differentiated instruction?

<span style="font-family: Cambria,serif;">Go to rubric and discuss ideas specific to mathematics. Also, note that this Chalk Talk is a strategy that can be used for any topic – it serves as an opportunity for active thinking – you see how students thinking develops – as well as an opportunity for formative assessment. ||
 * <span style="font-family: Cambria,serif;">10:00 – 11:30

<span style="font-family: Cambria,serif;">take a break between two tasks || __<span style="font-family: Cambria,serif;">Solidify Understanding Math Task __<span style="font-family: Cambria,serif;"> -- SU2_Circular_Rulers and SU2_Runaway_Radians Part 2

<span style="font-family: Cambria,serif;">Math Focus: Build and interpret key features of functions || <span style="font-family: Cambria,serif;">Circular rulers <span style="font-family: Cambria,serif;">Scissors ||
 * //<span style="font-family: Cambria,serif;">Notes: //

<span style="font-family: Cambria,serif;">UETS 6d & 7 Instructional Strategies especially 7d,e,f ||  ||
 * <span style="font-family: Cambria,serif;">Follow the outline of the teaching notes in <span style="color: #cc0000; font-family: Cambria,serif;">[[file:SU2_Circular_Rulers_SecIII_TN.pdf|SU2_Circular_Rulers_TN]] <span style="font-family: Cambria,serif;"> for launch, explore and discuss
 * <span style="font-family: Cambria,serif;">Postpone journal entries to the end of the day. ||
 * <span style="font-family: Cambria,serif;">11:30-12:15 || <span style="font-family: Cambria,serif;">Lunch ||  ||
 * <span style="font-family: Cambria,serif;">12:15 - 1:15 || <span style="font-family: Cambria,serif;">Pedagogy Focus: Types of questioning
 * //<span style="font-family: Cambria,serif;">Notes: //

<span style="font-family: Cambria,serif;">You have 5 minutes to review the article and identify a word, a phrase or a sentence that you find particularly significant. Record it in your notebook using a sentence stem

<span style="font-family: Cambria,serif;">“My word/phrase/sentence “__________” is significant because…”

<span style="font-family: Cambria,serif;">Participants in groups of no more than four will share their choices.

<span style="font-family: Cambria,serif;">The goal of learning cycle is to turn our funneling technique into a focusing one – use students ideas to develop mathematics. Watch the following video while concentrating on questioning strategies.

<span style="font-family: Cambria,serif;">Video -- Watch the video, keeping track of the types of questions and responses received.

<span style="font-family: Cambria,serif;">Reflect on the video: <span style="font-family: Cambria,serif;">Get at the idea that teachers need a range of question types besides simply checking for right and wrong. Conclude discussion by bringing teachers’ attention to UETS
 * <span style="font-family: Cambria,serif;">What types of questions did the teacher ask?
 * <span style="font-family: Cambria,serif;">What kinds of questions could be asked in this particular segment?

<span style="font-family: Cambria,serif;">6d: Creates opportunities for students to generate and evaluate new ideas, seek inventive solutions to problems, and create original work. <span style="font-family: Cambria,serif;">7d. Uses a variety of instructional strategies to support and expand learners’ communication skills. <span style="font-family: Cambria,serif;">7e. Provides multiple opportunities for students to develop higher-order and meta-cognitive skills. <span style="font-family: Cambria,serif;">7f. Provides opportunities for students to understand, question, and analyze information from multiple and diverse sources and perspectives to answer questions and solve real-world problems. <span style="font-family: Cambria,serif;">7h: Uses a variety of questioning strategies to promote engagement and learning.

<span style="font-family: Cambria,serif;">As a way to have a more focused discussion, ask the participants to write QUESTIONING STRATEGIES in a journal as a heading, and below it list the types of questions from the table below:

|| <span style="font-family: Cambria,serif;">Question Type || <span style="font-family: Cambria,serif;">Description || <span style="font-family: Cambria,serif;">Examples || <span style="font-family: Cambria,serif;">Rehearses known facts/procedures <span style="font-family: Cambria,serif;">Enables students to state facts/procedures || <span style="font-family: Cambria,serif;">What is the value of x in this equation? <span style="font-family: Cambria,serif;">How would you plot that point? || <span style="font-family: Cambria,serif;">How would we write this correctly? || <span style="font-family: Cambria,serif;">What does probability mean? || <span style="font-family: Cambria,serif;">Can you explain your idea? || <span style="font-family: Cambria,serif;">What did you say, Justin? || <span style="font-family: Cambria,serif;">What is important about this? || <span style="font-family: Cambria,serif;">How old do you have to be to play the lottery? ||
 * <span style="font-family: Cambria,serif;">1. Gathering information, leading students through a method || <span style="font-family: Cambria,serif;">Requires immediate answer
 * <span style="font-family: Cambria,serif;">2. Inserting terminology || <span style="font-family: Cambria,serif;">Once ideas are under discussion, enables correct mathematical language to be used to talk about them || <span style="font-family: Cambria,serif;">What is this called?
 * <span style="font-family: Cambria,serif;">3. Exploring mathematical meanings and/or relationships || <span style="font-family: Cambria,serif;">Points to underlying mathematical relationships and meanings. Makes links between mathematical ideas and representations. || <span style="font-family: Cambria,serif;">Where is this x on the diagram?
 * <span style="font-family: Cambria,serif;">4. Probing, getting students to explain their thinking || <span style="font-family: Cambria,serif;">Asks students to articulate, elaborate or clarify ideas || <span style="font-family: Cambria,serif;">How did you get 10?
 * <span style="font-family: Cambria,serif;">5. Generating discussion || <span style="font-family: Cambria,serif;">Solicits contributions from other members of the class || <span style="font-family: Cambria,serif;">Is there another opinion about this?
 * <span style="font-family: Cambria,serif;">6. Linking and applying || <span style="font-family: Cambria,serif;">Points to relationships among mathematical ideas and mathematics and other areas of study/life || <span style="font-family: Cambria,serif;">In what other situations could you apply this? Where else have we used this? ||
 * <span style="font-family: Cambria,serif;">7. Extending thinking || <span style="font-family: Cambria,serif;">Extends the situation under discussion to other situations where similar ideas may be used || <span style="font-family: Cambria,serif;">Would this work with other numbers? ||
 * <span style="font-family: Cambria,serif;">8. Orienting and focusing || <span style="font-family: Cambria,serif;">Helps students to focus on key elements or aspects of the situation in order to enable problem-solving || <span style="font-family: Cambria,serif;">What is the problem asking you?
 * <span style="font-family: Cambria,serif;">9. Establishing context || <span style="font-family: Cambria,serif;">Talks about issues outside of math in order to enable links to be made with mathematics || <span style="font-family: Cambria,serif;">What is the lottery?

<span style="font-family: Cambria,serif; font-size: 9pt;">From Boaler and Brodie
 * <span style="font-family: Cambria,serif;">1:15 - 2:15 || __<span style="font-family: Cambria,serif;">Practice math task __<span style="font-family: Cambria,serif;"> – PU2_1_Runaway_Rotations/PU2_2_Runaway_Lights
 * <span style="font-family: Cambria,serif;">1:15 - 2:15 || __<span style="font-family: Cambria,serif;">Practice math task __<span style="font-family: Cambria,serif;"> – PU2_1_Runaway_Rotations/PU2_2_Runaway_Lights

<span style="font-family: Cambria,serif;">Math Focus: Modeling || <span style="font-family: Cambria,serif;">Geogebra / GSP files distributed to the participants ||
 * //<span style="font-family: Cambria,serif;">Notes: //

<span style="font-family: Cambria,serif;">At this point participants will work individually – can discuss with others – on deciding what they would want their students’ journals to contain for this learning cycle – and enter them into the notebooks. Last 15 minutes we can share particularly awesome journal entries through the document camera. || <span style="font-family: Cambria,serif;">Think both in terms of your own context and in terms of issues that may be common to all groups.
 * <span style="font-family: Cambria,serif;">Follow the outline of the teaching notes in <span style="color: #cc0000; font-family: Cambria,serif;">[[file:PU2_1_Runaway Rotations_SecIII_TN.pdf|PU2_1_Runaway_Rotations_TN]] <span style="font-family: Cambria,serif;"> for launch, explore and discuss
 * <span style="font-family: Cambria,serif;">Follow the outline of the teaching notes in [[file:PU2_2_Runaway Lights_SecIII_TN.pdf|PU2_2_Runaway_Lights_TN]] for launch, explore and discuss
 * <span style="font-family: Cambria,serif;">Postpone journal entries.
 * <span style="font-family: Cambria,serif;">May want to encourage participants to play with the practice tasks at home. ||
 * <span style="font-family: Cambria,serif;">2:15 – 2:30 || <span style="font-family: Cambria,serif;">break ||  ||
 * <span style="font-family: Cambria,serif;">2:30 - 3:15 || <span style="font-family: Cambria,serif;">Look back and plan ||  ||
 * //<span style="font-family: Cambria,serif;">Notes: //
 * <span style="font-family: Cambria,serif;">Look over Secondary III Core and the course big ideas.
 * <span style="font-family: Cambria,serif;">What weaknesses do you anticipate some of your students will bring to the course? How can you challenge your top performers?
 * <span style="font-family: Cambria,serif;">How have you been handling differentiation at your school?
 * <span style="font-family: Cambria,serif;">How do you see differentiation throughout the learning cycle?
 * <span style="font-family: Cambria,serif;">How should the notebook be used to keep track of the thinking and learning in the class?
 * <span style="font-family: Cambria,serif;">How can we communicate to parents about the use of the notebook?
 * <span style="font-family: Cambria,serif;">How does keeping a notebook provide the teacher with opportunities for differentiation?
 * <span style="font-family: Cambria,serif;">3:15 – 3:30 || <span style="font-family: Cambria,serif;">Distribute the feedback form || <span style="font-family: Cambria,serif;">Feedback form day 2 ||
 * <span style="font-family: Cambria,serif;">Facilitator reflection and planning time to use feedback to inform the next day’s practices. Reflect on scheduling and on learning objectives and analysis of learner experiences.
 * ● <span style="font-family: Cambria,serif;">How did we meet today’s objectives?
 * ● <span style="font-family: Cambria,serif;">What schedule adjustments need to be made?
 * ● <span style="font-family: Cambria,serif;">How did we work together as facilitators?

<span style="font-family: Cambria,serif;">Email all the other facilitator groups for your grade level to share insights and suggestions for improving the academy in subsequent weeks. ||