rpdp-logo.tif N E P F Nevada Educator Performance Framework Southern Nevada Regional Professional Development Program www.rpdp.net Module 1 Part 2 Secondary Mathematics Review of the Indicators On your chart, record key words (in the column for Standard 1 Indicators) that will trigger your thoughts of what the indicator is about. Handout Standard 1: New Learning is Connected to Prior Learning and Experience Are we using humor to connect to prior knowledge? Let’s review NEPF: 5 High Leverage Instructional Standards and Indicators Review of the Indicators On your chart, record key words (in the column for Standard 1 Indicators) that will trigger your thoughts of what the indicator is about. NEPF: Evidence Indicators Instructional Practice Optional Evidence of Instruction Direct evaluator observation One confirmatory item from optional evidence source Lesson plan Teacher pre/post conference Student work Peruse the resource list Choose a strategy new to you. Share that strategy with a colleague sitting near you. Commit to use that strategy next week in your classroom. Resources for Launching Your Lesson We have all used quick, simple links to prior knowledge. Daily warm-up questions displayed as students enter the classroom might be one example…. THIS IS A REFERENCE TO HELP YOU THINK OF MORE VARIED AND EFFECTIVE WAYS TO ACCESS PRIOR KNOWLEDGE! Properties and attributes of polygons ALGEBRA 2 Graph and write equations of hyperbolas PRE- ALGEBRA Pythagorean Theorem and the coordinate plane MATH 6 Volume of rectangular prisms MATH 7 Surface area of rectangular prisms Handout Revisited For your course and identified concept, brainstorm a list of the skills students should have mastered prior to the start of the unit. Record this on your handout. Back to the handout…. On your chart record prior knowledge/skills required What Teachers Need to Demonstrate Indicator 3 Teacher makes clear the purpose and relevance of new learning for all students Mandatory Evidence Sources of Instructional Practice Optional Evidence of Instruction Direct evaluator observation Student classroom interviews Lesson plan Teacher pre/post conference Student feedback (e.g., survey, writing) Indicator 2 Teacher makes connections explicit between previous learning and new concepts and skills for all students What Teachers Need to Demonstrate Mandatory Evidence Sources of Instructional Practice Optional Evidence of Instruction Direct evaluator observation One confirmatory item from optional evidence source Lesson plan Teacher pre/post conference Student classroom interviews Student feedback (e.g., survey, writing) Indicator 4 Teacher provides all students opportunities to build on or challenge initial understandings What Teachers Need to Demonstrate Mandatory Evidence Sources of observation One confirmatory item from optional evidence source Lesson plan Teacher pre/post conference Student classroom interviews Student feedback (e.g., survey, writing) Student work In this module… We have introduced and supplied a resource with strategies/techniques/activities to use in the classroom that would provide evidence of connecting new learning to prior learning. We have provided a template to help you make specific plans for future units/chapters/concepts to identify prior knowledge, Student Work (evidence for Standard 1) Direct observation or in lesson plans(evidence for Standard 1) In a lesson you could show explicit connections to previous learning as shown in the following video clip. (If this was not observed, it would be evident in your lesson plans.) In closing Write a few sentences addressing what the following quote means to you. “If I had to reduce all of educational psychology to just one principle, I would say this: the most important single factor influencing learning is what the learner already knows.” Ausubel, D., Novak, J. & Hanesian, H. 1978, Educational Psychology: A Cognitive View, Resources RPDP website List of strategies: “Resources for Launching Your Lesson” rpdp-logo.tif rpdp-logo.tif For additional NEPF resources rpdp.net Select NEPF How can we identify strategies/activities/instruction to produce evidence of connecting new learning to prior knowledge? Back to the handout…. On your chart record strategies, activities or instruction that could demonstrate the indicator for this concept in your classroom. Entrance Card (evidence for Standard 1) You could model a warm-up as seen in the My Favorite No with Leah Alcala. “I put a warm-up problem on the board, hand out index cards to "Yes, no, yes, no", and I look for my favorite wrong answer, or my favorite "no." And, we analyze that.” Student response chosen on video Standard 1 Module for Mathematics Part I – What and Why Goal 1: What is Standard 1? Goal 2: What are the indicators for Standard 1? Part II – Implications for Mathematics Goal 3: What activities/instruction in the classroom would provide evidence of them? Goal 4: What specific plans can be designed to implement them? Let’s review Are we creating links to student’s prior knowledge?