NEPF Standard 2 Part 2
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Main
sources
of
evidence
include:
Mandatory
Direct
evaluator
observation
Plus
at
Student
classroom
interviews
Student
work
Student
feedback
(e.g.,
survey,
writing)
Teacher
notes
Standard
2:
Learning
tasks
have
high
cognitive
demand
for
diverse
learners
Standard
2
Module
for
Mathematics
Part
1
–
What
and
Why
Goal
1:
What
is
Standard
2?
Goal
2:
What
are
the
indicators
for
Standard
2?
Part
2
–
Implications
for
Mathematics
Goal
3:
What
activities/instruction
in
the
classroom
would
provide
evidence
of
this
standard?
Goal
4:
What
specific
plans
can
be
designed
to
implement
this
standard?
NEPF:
5
High
Leverage
Instructional
Standards
and
Indicators
Animal
School
http://www.youtube.com/watch?v=QJeyNywDxPc
Demonstrating
Evidence
LOOK
FORS
LISTEN
FORS
In
teacher
planning:
What
are
the
understandings
teachers
have
about
their
students
that
guide
the
planning
of
lessons?
In
class
(teacher
talk):
How
are
students
engaged
according
to
the
indicators?
In
student
work:
What
is
the
quality
and
depth
of
the
work
students
are
doing
in
the
lesson?
In
class
(student
talk):
How
are
students
interacting,
responding
and
engaged
in
the
tasks
and
activities?
Historically….
….teachers
have
used
a
one-size-fits-all
approach
to
deliver
instruction.
Every
student
heard
and
did
the
same
thing.
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The
Learning
Pyramid
Teach
Others
Lecture
Practice
Doing
Discussion
Demonstration
Learning
Pyramid
Let’s
take
a
look
at
research-based
strategies
that
are
used
in
classrooms
and
see
how
they
affect
our
students’
memory
retention
rates.
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Today
.
.
.
Effective
teachers
must
adjust
to
address
student
differences.
We
must
design
tasks
and
implement
research-based
strategies
that
motivate
all
students
to
learn
and
maximize
student
achievement.
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Discussion
Teaching
Others
Lecture
Demonstration
Audiovisual
Reading
Practice
While
the
standard
is
not
negotiable,
the
road
to
it
is.
Internet
Files\Content.IE5\3IFT6H01\MC910217208[1].wmf
Small
changes
may
have…
great
impact
on
learning!
How
do
we
design
instructional
strategies
(learning
tasks)
in
a
way
that
we
create
high
cognitive
demand
for
diverse
learners?
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PROCESS/ACTIVITIES:
Strategies
through
which
students
makes
sense
of
understandings
and
skills
PRODUCTS:
How
students
demonstrate
and
extend
what
they
have
learned
LEARNING
ENVIRONMENT:
Varied
resources
and
flexible
grouping
structures
Based
on
the
student’s
.
.
.
READINESS:
Pace
of
learning,
dependence
on
the
teacher
or
independence
INTERESTS:
What
the
students
enjoy
LEARNING
PROFILE:
Learning
preference,
multiple
intelligence
preferences
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Let’s
Look
at
Alternative
Avenues
for
Active
Learning
Teach
Others
Lecture
Practice
Doing
Discussion
Demonstration
Audiovisual
Reading
Passive
Learning
Active
Learning
Cooperative
learning
activities
Peer
Teaching
Explaining
concepts
Projects
Demonstrating
solutions
Alternate
avenues:
Mix
whole
group/small
group/independent
instruction
Use
learning
modes
varied
ability
groups
to
reteach
ideas
different
learning
styles
CCSS
Mathematical
Practices
Provide
activities
that
have
students…
Identify
similarities
and
differences
Summarize
and
take
notes
Create
visual
representation
Use
cooperative
learning
Apply
graphic
organizers
and
cues
Alternate
avenues:
(continued)
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Modify
by
giving
students
choice
where
possible
Journal
topics/writing
topics
Varied
graphic
organizers
Working
alone
or
together
Tiered
assignments/assessment
Centers/stations
Projects
Student
presentations
Games
Explore
specific
activities
that
allow
choices:
Menus
Tic
Tac
Toe
RAFT
Jigsaws
.
.
.
See
Resources
List
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Strategies
Unique
solution
Various
solutions
Given
conditions
Given
conditions
“Traditional”
“Open
Middled”
“Open
ended”
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For
additional
NEPF
resources
rpdp.net
Select
NEPF
Nevada
Academic
Content
Standards
include
the
Standards
for
Mathematical
Practice
1.
Make
sense
of
problems
and
persevere
in
solving
them.
2.
Reason
abstractly
and
quantitatively.
3.
Construct
viable
arguments
and
critique
the
reasoning
of
others.
4.
Model
with
mathematics.
5.
Use
appropriate
tools
strategically.
6.
Attend
to
precision.
7.
Look
for
and
make
use
of
structure.
8.
Look
for
and
express
regularity
in
repeated
reasoning.
Rewriting
Questions
A
total
of
thirteen
bicycles
and
tricycles
traveled
past
my
window
today.
Together
they
had
a
total
of
31
wheels.
How
many
were
bicycles
and
how
many
were
tricycles?
I
saw
at
least
one
bicycle
and
at
least
one
tricycle
travel
past
my
window
today.
I
saw
31
wheels
altogether.
What
are
some
combinations
of
vehicles
that
might
have
passed
by
my
window?
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Rewriting
Questions
Jack
bought
these
items
at
the
grocery
store:
1
loaf
of
bread
much
did
the
purchase
cost?
Jack
needs
bread,
apples,
and
cat
food.
Bread
costs
$1.26
per
loaf,
apples
cost
$0.59
per
pound,
and
cat
food
costs
$0.33
per
can.
Jack
only
has
$10.00.
What
are
some
combinations
of
purchases
that
Jack
can
make?
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Resources
for
NEPF
Standard
2
can
be
found
at
www.rpdp.net
Math
>
High
School
or
Middle
School
Take
a
moment…
Think
of
one
change
you
could
make
that
would
incorporate
more
“Active
Learning”.
Part
2
Secondary
Mathematics
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ei=UTF-8&fr=yfp-t-171
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OUR
TEACHER
HAS
AN
INTERESTING
THEORY….
HE
SAYS
TEACHING
IS
LIKE
BOWLING
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ALL
YOU
DO
IS
ROLL
THE
BALL
DOWN
THE
MIDDLE
AND
HOPE
YOU
AFFECT
MOST
OF
THE
STUDENTS
HE
MUST
BE
A
TERRIBLE
BOWLER!
the
top
of
the
pyramid.
Place
the
most
effective
teaching
method
at
the
base
of
the
pyramid.