power strategies i’m ready for the power….. strategy, that is! let’s make & take our own!...
TRANSCRIPT
Power Strategies
I’m ready for the power…..
strategy, that is!
Let’s make & take our
own!
Informal assessments continually check
for understanding
Identifying similarities and Identifying similarities and differencesdifferences might be the might be the ““corecore”” of of all learning.all learning.It enhances studentsIt enhances students’’ understanding of understanding of and ability to use knowledge.and ability to use knowledge.
-Marzano, 2001-Marzano, 2001
33 highly effective highly effective ““formsforms”” to to identify similarities and differencesidentify similarities and differences
ComparingClassifyingCreating analogies
Graphic Organizers for ComparingGraphic Organizers for Comparing
-more useful to provide a greater number of details
Characteristics Items to be compared
Similarities
Similarities
Similarities
Similarities
Differences
Differences
Differences
Differences
#1 #2 #3
Comparison Matrix
Venn Diagramswhen comparing two items
Attributes:
What am I comparing?
After completing the Venn Diagram,
students will write a summary statement.
What it looks like
Examples
Problem Situations
In other words:Do not look
Do not touch
Do not talk
Do not help12
CREATED BY BECKY WHITE
Two things are DIFFERENT from
the others in some way. Circle them and explain why
they are different.
TriangleCube Rectangle
PyramidSquare
Hexagon
Trapezoid
In other words:Do not look
Do not touch
Do not talk
Do not help12
CREATED BY BECKY WHITE
Two things are DIFFERENT from the others in some way.
Circle them and explain why they are
different.
Rhombus
Isosceles Triangle Square
Rectangle
Equilateral
Triangle
Rhombus
SortsCard
in
Mathematics
Matching Card
Activity
Teaching Reading in Mathematics by Mary Lee Barton
cm3 C=d
Distance around the bases on a
baseball field in2
Number of cubic yards of
concrete needed to pave a driveway
(6 )A w w
Volume of a cylinder
Side of a square
(m)
Area of a square (m2)
1 1
2 4
3 9
4 16
5 25
Write the number 1 in each box that represents a one-dimensional (1-D) conceptWrite the number 2 in each box that represents a two-dimensional (2-D) conceptWrite the number 3 in each box that represents a three-dimensional (3-D) concept
Analogy
Perimeter is to Polygon
as Circumference is to _______
Force ma1
3ft yd
2( ) 24 16h t t t
Wages are found by multiplying $12 times # of hours worked
Amount of canvas needed to make a
tarpaulin to cover a swimming pool
Time in Seconds
Height of a ball thrown
upward (feet)
0 0
1 48
2 64
3 48
4 0
Density (g/cm3)
Mass (grams)
5 15
10 30
15 45
20 60
25 75
Place a in each box that represents a linear conceptPlace a in each box that represents a quadratic conceptPlace a in each box that does not represent a linear or quadratic concept
As one set of values increases, the other set tends to
increase.
Person’s age and shoe size
As one set of values increases, the other set tends to decrease.
Outdoor temperature and layers of clothing
The points show no relationship.
Gas(gal)
Miles
5 150
4 112
7 217
6 192
3 87
Mosquito population and the
sale of insect repellent.
Place a in each box that represents a positive trend.Place a in each box that represents a negative trend.Place a in each box that represent no trend.
33 highly effective highly effective ““formsforms”” to to identify similarities and differencesidentify similarities and differences
Comparing
ClassifyingCreating analogies
Graphic Organizers for ClassificationGraphic Organizers for Classification
-most useful when all categories are equal in generality
-more useful when all categories are not equal in generality
Place Categories in column headings
Semantic Feature Analysis…
Equationhas a
positive slope
has a negative
slope
has a slope of
zero
has an undefined
slope
has a non-zero
x-intercept
has a non-
zero y-intercept
passes through
the origin
xy
24 xy
xy 7
4y
8x
Self-Assess Prior Knowledge
I can define
I can give an example
I can find on the graph or I can
graph it
I can find on a table using my graphing
calculator
Coordinate pairs
x intercept
y intercept
Linear equation
Yes or No
Origin
Ordered Pair
Axis
Coordinate Plane
Order of Operations
Which one is NOT related to the other four? Identify it and explain your reasoning.
Which one is NOT related to the other three? Identify it and explain your reasoning.
Frayer Model… example
parallel lines
Definition
Examples
Facts
Nonexamples
Parallel lines are
lines that lie in the
same plane but do
not intersect.
• Parallel lines lie in the same plane
• Parallel lines have the same slope
• Parallel lines NEVER meet.
• The symbol for parallel lines is
Sorting things into categories Use big picture ideas Use to assess prior knowledge Use after learning to assess new
knowledge
Grouping
a.k.a sorting, categorizing, matching…
How would you group these items?
What’s your rationale?
Can you group these items in several ways?
All In OR Odd Man Out?
An activity where you roll, you decide, you explain…
Directions1. Roll the number
cube. 2. Group the words.3. Describe the
rationale for each group using complete sentences.
4. Create a graphic organizer.
5. Turn in your work.
Use ALL the vocabulary words given.
The groups do NOT need to be equally divided.
You have the option of having one (1) Odd Man Out if you roll 2, 3, 4, 5 or several Odd Men Out if you roll a 6.
Group (3)
Rationale
daisyrose
Daisies and roses are types of flowers.
sunsoilwater
The sun, soil, and water are essentials elements that for growing plants.
seedstem
A stem grows from a seed. Both are parts of a plant.
Odd Man OutYELLOW is a color and/or an adjective. Though yellow can describe a daisy and a rose, it does not fit into the rationale given.
Let’s Practice
Making generalizations
Look at the examples of polygons above. Write down as many properties as you can that are COMMON TO ALL of
these polygons.
ALL POLYGONS ________________________________________________________
____________________________________________________________________________________________________________________________________________
33 highly effective highly effective ““formsforms”” to to identify similarities and differencesidentify similarities and differences
ComparingClassifying
Creating Analogies
Creating Creating AnalogiesAnalogies Analogies help us to see Analogies help us to see how seemingly dissimilar how seemingly dissimilar things are similar.things are similar.They increase our They increase our understanding of new understanding of new information.information. -Marzano,2001-Marzano,2001
Examples,Examples,
Carpenter is to hammer as painter is to brush.
Hot is to cold as night is to day.
Oxygen is to humans as carbon dioxide is to plants.
Core is to earth as nucleus is to atom.
Examples,Examples,
Carpenter is to hammer as painter is to brush.
Hot is to cold as night is to day.
Oxygen is to humans as carbon dioxide is to plants.
Core is to earth as nucleus is to atom.
Teacher vs. Student Directed Teacher vs. Student Directed AnalogyAnalogy
Teacher-directed analogy task
Eighty is to eightAsDime is to ______.
Student-directed analogy task
Sphere is to circleAs_____ is to ______.
Vocabulary & Notation
Leading the Way to Accelerating Math Achievement by Bill Hanlon
“There is no more single important
factor that effects student achievement
than vocabulary & notation.”
Symbol Meaning Sentence with symbols / Complete
Sentence
Picture
PerpendicularAB CD
Line AB is perpendicular to line CD
Floor WallThe classroom floor is perpendicular to the wall.
║
Foldables… example
SLOPE
What are you talking about?!?!
1. Draw an isosceles right triangle. Include all markings to indicate both that it is isosceles and right.
3. Draw . k passes
through B and is a
perpendicular bisector of 5. Draw and label a pair of
parallel lines (a & b) with the transversal (c ) cutting through them. Label the angles created with the numbers 1-8. List all 4 pairs of corresponding angles.
MN
MN
Define: Solution of a system of linear equations.
Word Bank “helper words”
satisfie
sOrdered
pair
Line or Linear
1. Write a system of linear equations whose solution is (6, 2).
2. Fill in the table below 3. Sketch a graph & (include the solution) label the solution
x y1 y2
Use Mental Model
s
Square Numbers
X X X
X X X
X X X AVID
Obj 6: The student will demonstrate an understanding of geometric relationships and spatial reasoning.G04A: The student is expected to select an appropriate
representation (concrete, pictorial, graphical, verbal, or symbolic) in order to solve problems.
Consider each of the following regular polygons:
Triangle Pentagon Quadrilateral Hexagon
Which one could disprove Alana’s theory? Draw pictures to support your solution choice.
Alana claims that the exterior angle for any
regular polygon is either an acute angle or an
obtuse angle.
Probes Informal Assessments
Used to informally assess before and throughout instruction.
Analyze misconceptions Make better instructional decisions
Circle the letter of each line segment that is approximately 2¼ units long. Explain Choices:
How can we use them? Differentiated Instruction Assessing Point of Entry Analyzing trends in student thinking Giving student interviews Promoting student-to-student dialogue Allowing for individual think time Developing Vocabulary Improving students’ process skills Assessing effectiveness of instructional activities Moving beyond the individual classroom
Types of Probes Selected Response Multiple Selections Response Opposing Views/Answers
(Concept Cartoons) Examples and Non-Examples
List Justified List Strategy Elicitation
Before creating a Probe consider the following questions What knowledge will students need to
complete this probe? What mistakes might students make
that will lead to incorrect answers? How will this probe assist in diagnosing
student learning? What percentage of students could
respond correctly to the initial problem if the misconceptions addressed in this probe were corrected?
Other Formative Assessment Strategies… Sticky Bars Ring of Truth Chain Note and Pass the Question Justified list P-E-O Paint the Picture Concept Cartoons Exit Tickets Friendly Talk Traffic Light Dots I Used to Think…but Now I Know