Help Wanted

On Monday, Sept 21, beginning at 4 pm, Elizabeth DeVita (Goleta) will have a GATE tutors meeting and she would like to ask if someone from the SB 472 group would like to give a 5-10 minute explanation of the challenge activities and materials in the new math program. The item could be placed near the beginning of the agenda, say around 4:05 to 4:10 pm. If anyone is interested, could you please contact Stephanie Sarricchio or Elizabeth DeVita at edevita@goleta.k12.ca.us

Teacher Works CD-ROM

Learned a trick today to get this working... Open Adobe FIRST, then open the program - it worked fine!

Gotta Love Ellen's Posters

Strategy Stuff...

“Say Something” active reading strategy

·      read chunk of text silently

·      turn to partner & say something

o      main idea

o      summary statement

o      question

o      connection to concept

·      no conversation

 

Tea Party Sentence Frames

·      “I concur. Moreover…”

·      “I respectfully disagree.  From my perspective…”

·      “That statement seems reasonable, but I’d like us to consider…”

·      Re-engagement ?’s

o      Provide scaffolding/and or extra time

o      Get students to revisit the problem & deepen their understanding

o      Intended to provide a new or different lens to consider the problem

§       “_____ says you can simply … Why do you suppose she says that?”

§       “We know the answer is not _____; why might someone think…?”

Strategies

Strategies: Instructional Design and Lesson Structure

 

Mental Math

Warm-Up

Explicit Modeling

Charting

Closure

Revisiting Objectives and Outcomes

 

 

 

 

Strategies: Cognitive Processing and Mental Organization

 

Mental Math

Non-verbal representation

Compare and Contrast

Say Something

Think-Pair-Share

Making Posters

Re-Engagement Questions

Graphic Organizers

Quickwrite

3-2-1

Presentations

 

 

Strategies: Engagement and Participation

 

Mental Math

Four Corners

Final Word

Line-Up

Jigsaw

Scavenger Hunt

Stations

Making “Appointments”

Shoe Partners

Infomercials

Give One-Get One

Tea Party

Universal Access

 

Student Groups

·      Benchmark

o      Generally  making good progress

o      Temporary or minor difficulties

o      Additional practice usually helpful

o      Encouraged to seek assistance

·      Strategic

o      Slightly below average on standardized tests

o      Most needs can be addressed by classroom teacher in classroom environment

o      Peer/tutor/at home reinforcement

o      SST may be needed

o      May need more time: before/after school or 2 periods per day

o      May need special modifications to the curriculum

·      Intensive

o      Seriously at risk

o      2 years below grade level

o      Chronically low performance

o      May be referred to special ed after SST

o      IEP

o      Specialist, tutor, assistant

o      Specialized materials/equipment

o      Modification of assessments

Textbook Connections

·      TE pgs.T22-25

·      Teacher Reference Handbook R24-25

Guadalupe Express

Finally made it, thanks Jen. Oops, time to get ready to get back in the van and head south again...Bob

Definitely glad that I've attended this week. Learning so much! Really excited to check out the tech stuff tomorrow.

Wondering if any others are rethinking how they'll teach math? I think my process will depend heavily on my teammate - she's not told me yet if she'll split kids with me (making more homogenous groups). I haven't ever taught 1st without switching. Will be a new adventure if I'm self-contained! Love that the new adoption has lots of "options" for extending and reviewing material...

Framework: Key components of an Effective Math Program

Chapter 1: (pg. 8)

Assessment

•   Instruction, assessment, curriculum
• Diagnostic
• Formative
• Summative \

 Instruction

• Quality is #1
• Research
•  Assess- reteach

 Instructional Time

• 50+ minutes, uninterrupted
• additional time for reteaching
• homework

 Instructional Resource

•   Grade level standards – required, plus extra as needed to facilitate understanding
• Factually accurate
• Sequential & logical organization
• Exercise guidelines for options

Grouping & Scheduling

• The what is more important than the how
  

Classroom Management

• Grade level appropriate, rigorous program = engaged students
• Teachers’ attitudes towards math affect students’ attitudes

 Professional Development

• All about time – talk at grade level
• Yearly planning
• Discourage one-shot development

Administrative Practices

• Equal priority to ELA
•  Support for increased achievement 
•  Scheduling & grouping
• Personnel & specialists
• Intervention
• Staff meetings
• Analyzing data
•  Parental/community involvement

 Community Involvement 

•  Child, parents, teachers & school, business & industry, community – show students how math is important
  

 

Some Notes From Day 1

Instructional Design & Lesson Structure
• Mental Math
• Warm Up
Cognitive Processing & Mental Organization
• Mental Math
• Non-verbal (iconic) Representation
• Compare & Contrast
• “Say Something” 1
Engagement & Participation
• Mental Math
• Jigsaw
• Scavenger hunt
• Stations


“Say Something” (active reading strategy)
• read chunk of text silently
• turn to partner & say something
o main idea
o summary statement
o question
o connection to concept
• no conversation

Warm-Up Options
5-minute Check
• transparencies
• CD
Activate Prior Knowledge
Hot-Q or Writing in math from previous lesson
Problem of the Day
Introduce Vocab

Jen,

Thanks for setting this up for us to use this week and in the future. I am sure it will come in handy. Lots to absorb today!

  

Thanks, Jen

Thanks, Jen. This will be an exciting way for us to communicate with each other!

Welcome

This blog is for math teachers K-6 who would like to be able to share ideas & get support from others in Santa Barbara County.