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Teaching Tips to Try Newsletter November 22, 2009

Teaching Tips to Try Newsletter November 22, 2009

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Published by Linda Cordes
Sample learning progression for Algebra
Sample learning progression for Algebra

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Published by: Linda Cordes on Nov 23, 2009
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06/12/2010

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 Teaching Tips to Try Newsletter
November 15, 2009From Linda The Math CoachGo Beyond the Theory. Apply the Research. Make it work!
MEET THE EXPERTS!Next up!
“PRINCIPALBARUTI KEFELE
December 14
th
7:00PM CSTMotivating Black Males to Achieve in School and in Life
This Week’s Theme:Learning Progression for Algebra IBreak Out Of The Teach -Test - Reteach Cycle
Not everyone comes to Algebra I with the same skill set. You discover this whenyou present your lesson and 63% of your students stare blankly and then say “Idon’t get it.” So do you just plug ahead and hope for the best. Reteach thosewho fail the first test?Last week we looked at why reteaching does not work. So now let’s look at howto apply a learning progression to “Get er done.”Let’s begin with the end in mind.
Suppose that students must master thefollowing benchmark objective: I can simplify expressions using theproperties of addition and multiplication, combining like terms, absolutevalue, and positive exponents.Step 1 Begin with the end in mind. How will this be assessed?
Here are four typical exam questions:
1.
Evaluate −1 + n
4
∙ 3 for n = 3
2.
Simplify the expression
555
2
+
+ │3 – 18 │
3.
Simplify by combining like terms 4y
3
+ 9x – 3y
3
– 8x – 5y
2
Ask yourself these two questions:
 
What do students have to know to solve these problems?What do students have to be able to do to solve these problems?
What students have to know
Rules or method of operating withintegersCorrect order of operationsFractions mean divisionLike terms have same variable to thesame degree“Combine” means to addMeaning of exponentsAbsolute value is positive
What students have to be able to do
Operate with integersApply order of operationsCombine like termsDetermine absolute valuesOperate with exponentsNow we map these into a diagram to organize a teaching sequence. The ovalsrepresent the enabling knowledge, and the rectangles represent the subskills.Starting at the bottom, begin the progression and follow the arrows. You willneed to design a formative assessment at each knowledge and or subskill point.If students demonstrate proficiency, move on. If not, then stop and teach beforemoving on.When you begin to plan using this kind of progression model, you will find thatyour instruction is much more focused and easier for students to make day today connections between lessons. Posting the progression or giving students ablank progression map to fill in with notes will maximize this benefit!Stopping to do formative assessments at critical points helps identify studentswho need “fill in” and will quickly catch many students before they fail. You willnotice that students become more confident and engaged when they have thiskind of support.Don’t spend hours trying to get a perfectly mapped out progression. You willoften find that just getting something down on paper is a good start and you canalways modify it as you go to fit your students’ needs.
 
Benchmark: I can simplify expressions using the properties of addition andmultiplication, combining like terms, absolute value, and positiveexponentsCombineLike TermsDetermineAbsoluteValuesOperateWithExponentsOperate withIntegersApply order of operations with rational numbers,including integers.Rules or method for operatingwith integersMeaning of liketerms andcombining themMeaning of absolute valueMeaning of exponentsPEMDASfractions = divide

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