Fulton County Schools Mathematics Professional Development for Middle Schools August 12, 2010...

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?

Norms for TodayNorms for TodayCellphonesRestroomsActive ParticipationProfessionalism

PARKING LOTPARKING LOT

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

The Big FourHigh Leverage Practices for Increasing

Student Achievement

An Instructional Framework

1. Classroom Management

2. Content Planning3. Instruction4. Assessment for

Learning

The Big Four

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

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

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

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.

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.

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.

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

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?

What it What it is What it is notis What it is not

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.

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.

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?

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

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.

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)

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.

Work PeriodWork Period

5. Guided Practice

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.

Lesson SummaryLesson Summary

6. Closure7. Independent Practice

Planning LessonsPlanning Lessons

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

Video ClipVideo Clip

The “Napster” is like a teacher using direct instruction because …

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.

Contact InformationContact InformationFulton County Schools Mathematics Dept.

786 Cleveland Ave, SWAtlanta, GA 30315

404-763-6883

Pamela Seda, Ph.D., seda@fultonschools.orgCrystal Hilton - HS,

hiltonc@fultonschools.orgDina Savage - MS,

savaged@fultonschools.org