N E P F

Nevada Educator Performance Framework

Southern NevadaRegional Professional Development Program

www.rpdp.net

Standard 2 Part 2Secondary Mathematics

Standard 2 Module for Mathematics

Part 1 – What and WhyGoal 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?

TEACHER HIGH LEVERAGE INSTRUCTIONAL STANDARDS AND INDICATORS

STANDARD 1 STANDARD 2 STANDARD 3 STANDARD 4 STANDARD 5 N ew Learn ing is Learn ing T asks have S tud en ts E ngag e in S tudents E ng age in A ssessm ent is C onnec ted to P rio r H igh C ogn itive M ean in g -M aking M etacogn itive In teg rated in to Learn ing and D em an d fo r D ive rse th rough D iscourse A ctiv ity to Increase Instruc tion E xperience Learners and O ther U nd ers tand ing of

S tra teg ies and R espons ib ility fo r T he ir O w n Learn ing

Indicator 1 Indicator 1 Indicator 1 Indicator 1 Indicator 1 T he teacher activa tes all The teacher assigns tasks T he teacher p rov ides T he teacher and all s tudents T he teacher p lans on -go ing s tuden ts ’ in it ia l that purposefu lly em ploy all opportun ities for extended , understand w ha t s tudents a re learn ing opportunities based understand ings o f new students ’ cogn itive ab ilities produc tive d iscourse betw een lea rn ing, w hy they are on evidence of all s tudents ’ concepts and sk ills and skills the teacher and student(s ) lea rn ing it, and how they w ill cu rrent lea rn ing s ta tus

and am ong students know if they ha ve lea rned it

Indicator 2 Indicator 2 Indicator 2 Indicator 2 Indicator 2 T he teacher m akes T he teacher assigns tasks T he teacher p rov ides T he teacher s tructu res T he teacher a ligns connections exp lic it betw ee n that p lace appropria te opportun ities for all s tudents opportun ities fo r se lf- assessm ent opportun ities w ith p rev ious lea rn ing and new dem ands on each studen t to create and in te rp ret m u ltip le m on ito red lea rn ing fo r all lea rn ing goals and concepts and sk ills fo r all rep resen tations students perfo rm ance crite ria s tudents

Indicator 3 Indicator 3 Indicator 3 Indicator 3 Indicator 3 T he teacher m akes c lea r the The teacher assigns tasks T he teacher ass is ts all T he teacher supports all T he teacher s tructu res pu rpose and re levance of n ew that progress ive ly develop all s tuden ts to use existing students to take actions based opp ortun ities to genera te learn ing for all s tudents s tudents ’ cogn itive abilit ies know ledge and prio r on the s tudents ’ ow n self- ev idence of lea rn ing during

and sk ills experience to m ake m on ito ring p rocesses the lesson of all s tudents connections and recogn ize re la tionsh ips

Indicator 4 Indicator 4 Indicator 4 Indicator 4 T he teacher p rov ides all T he teacher opera tes w ith a T he teacher s tructu res the T he teacher adap ts actions s tuden ts opportun ities to bu ild deep be lie f tha t a ll ch ild ren c lassroom environm ent to based on ev idence genera ted on o r cha llenge in itia l can ach ieve reg ard less of enab le co llaboration, in the lesson fo r all s tudents understand ings race, perceived ability and partic ipa tion , and a pos itive

soc io -econom ic s ta tus. a ffective experien ce fo r all s tudents

NEVADA EDUCATOR PERFORM ANCE FRAMEW ORK – IMPLEMENTATION PHASE 1

NEPF:

5 High Leverage

Instructional

Standards and

Indicators

Standard 2:

Learning tasks have

high cognitive demand for

diverse learners

NEPF: Evidence Indicators

Main sources of evidence include:

MandatoryDirect evaluator observationPlus at least one from other sources

Other SourcesTeacher pre/post conferenceLesson plansStudent classroom interviewsStudent workStudent feedback (e.g., survey, writing)Teacher notes

Demonstrating EvidenceLOOK 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.

OUR TEACHER HAS AN

INTERESTING THEORY….

HE SAYS TEACHING IS LIKE BOWLING

ALL YOU DO IS ROLL THE BALL DOWN THE

MIDDLE AND HOPE YOU AFFECT MOST OF THE

STUDENTS

HE MUST BE A TERRIBLE BOWLER!

Animal Schoolhttp://www.youtube.com/watch?v=QJeyNywD

xPc

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.

Learning PyramidLet’s take a look at research-based strategies that are used in classrooms and see how they affect our students’ memory retention rates.

Discussion

Teaching Others

Lecture

Demonstration

Audiovisual

Reading

Practice Doing

Using the provided listidentify the least effective teaching method and place it at the top of the pyramid.

Place the most effective teaching method at the base of the pyramid.

The Learning Pyramid

Teach Others

Lecture

Practice Doing

Discussion

Demonstration

Audiovisual

ReadingPassive Learning

Active Learning

While the standard is not negotiable,

the road to it is.

How do we design instructional strategies

(learning tasks) in a way that we create

high cognitive demand for diverse learners?

Small changes may have…

great impact on learning!

Video PIANO STAIRS

http://search.yahoo.com/search;_ylt=AgI4hVeoMI8XJUFpiba4bU.bvZx4?p=fun+theory&toggle=1&cop=mss&ei=UTF-8&fr=yfp-t-171

We can change the way we address . . .• CONTENT: What students learn

• 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

Let’s Look at Alternative Avenues for Active Learning

Teach Others

Lecture

Practice DoingDiscussion

Demonstration

Audiovisual

ReadingPassive Learning

Active Learning

Cooperative learning activitiesPeer TeachingExplaining conceptsProjectsDemonstrating solutions

Alternate avenues:• Mix whole group/small group/independent

instruction

• Use learning modes (auditory, visual kinesthetic) to present content

• Create learning centers representing • varied ability groups to reteach ideas• different learning styles• CCSS Mathematical Practices

Provide activities that have students…Identify similarities and differencesSummarize and take notesCreate visual representationUse cooperative learningApply graphic organizers and cues

Alternate avenues: (continued)

Modify by giving students choice where possible

Journal topics/writing topicsVaried graphic organizersWorking alone or togetherTiered assignments/assessmentCenters/stationsProjectsStudent presentationsGames

Explore specific activities that allow choices:

• Menus• Tic Tac Toe• RAFT• Jigsaws• . . .

• See Resources List

Given conditions

Unique Strategy

Unique solution

Various Strategies

Various Strategies

Unique solution

Various solutions

Given conditions

Given conditions

“Traditional”

“Open Middled”

“Open ended”

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?

Rewriting Questions

Jack bought these items at the grocery store: 1 loaf of bread for $1.26, 2 pounds of apples at $0.59 per pound, and 3 cans of cat food for $0.33 per can. How 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?

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.

Resources for NEPF Standard 2can 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”.

For additional NEPF resources rpdp.net

Select NEPF