Build it, Draw it, Talk it, Write it … then OWN Fractions “Understand Why” rather than “Remember How” R. Neufeld, November 2014.

Build it, Draw it, Talk it, Write it

… then OWN Fractions “Understand Why” rather than “Remember How”

R. Neufeld, November 2014

Engage, Build,Reflect, Apply

… then OWN Fractions “Understand Why” rather than “Remember How”

November, 2014

GO DEEP!Promote a Concept-Driven,

Diverse Learning Environment to Address

the Curriculum

The objective of this powerpoint is:.. to set the tone for a 1.5 hour to full day

professional learning session to use UMath X and

corresponding 3 part lessons (frameworks for

learning) in order to create diverse learning

environments for grades 2 to 5.

Change the mindset

from “remembering how”

to“understanding why”

Talk Less.

Listen More!

Instructional Paradigm Shift: Teachers

Watch Less.

Do More!

Instructional Paradigm Shift: Students

“Active learning practices

have a more significant

impact on student

performance than any other

variable, including student

background and prior

achievement.”Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning

Dr. Brigid Barron and Dr. Linda Darling-Hammond, Stanford University

Good Mathematics is:-not about how many answers you know.

-but about what you do when you don’t know answers.

We must encourage “GRAPPLING”

Too often people feel that if they can’t get the “answer” immediately that they could

never get it!

Team Leaders/Administrators

• convince teachers to teach for understanding.

• prepare parents for the fact that teachers may not be providing all of the answers.

• prepare parents that students will be grappling with challenging material.

• note answers are important but not sufficient.

build it

talk it

draw it

write it

OWN IT!!Create a self-paced approach but within a

multiple approach opportunity.

The Curriculum:• envisions a higher level of rigor based on a

deeper understanding of a pared down number of curricular objectives.

• poses a challenge for teachers who must not only be fluent in content but also attain the particular pedagogy to be able to convey it to their students.

The Emphasis is on:• students doing mathematics.

• students demonstrating thinking and learning.

• students grapple with challenging tasks in a learning environment that will support equity in schools.

Students:• Engage in Discourse. Students articulate their

own ideas and seriously consider their peers’ perspectives as a way to construct mathematical understandings.

• Encourage students • to listen carefully to one another’s ideas• to disagree and question with respect

… “ I beg to differ!”

… “ Excuse me. Can we talk about that?”

Teach students to :• Use Effective Questions

• Show me another way …• How are these the same / different … • What would you do if …• Why did you … • What else could you have done …

• Use Productive Talk Moves• Revoicing - Repeating and asking for clarification• Repeating - Students restate someone else’s reasoning• Reasoning - Apply their reasoning to another’s reasoning• Adding on - Prompting for further participation• Waiting - “Take your time. We will wait.”

Challenges for Teachers• Broad ability ranges within a class

• Need for differentiated instruction - RTI• Wide range of literacy skills • Diverse learning styles

• Teachers are being asked to teach in ways that they were never taught.

• Need to “go deep” and teach with understanding.

Teachers must be able to…

• Unpack familiar math concepts to lead to understanding.

• Require knowledge of an explanation of a concept.

• Understand methods and solutions different from their own.

Our Vision 20 years ago was to …

• Design a concept-driven learning platform to support the diversity of teachers, students and parents in their construction of math knowledge.

• Design a platform to reach every student and teacher … anytime and anywhere.

• Design a platform aligned to the curriculum and modeled on a 3 part lesson to involve activities from concrete to abstract, integrating multiple approaches, entry points and representations.

UMath X, the 10th version of Understanding Math, is a computer assisted learning system that includes browser based software and related resources to offer 100% coverage of curriculum.

• Concepts - Assessments - Tracking

Frameworks for Learning are 3 part content-driven lessons to model the implementation of UMath X to create diverse learning environments.

• Get Started• Work at It• Reflect and Connect

The Result in 2014

• supports constructivist thinking. People build their own understandings and knowledge

of the world through personal and collaborative experiences that encourage reflection.

• demonstrates differentiated instruction through an interactive multi-sensory approach.

• uses multiple entry points and seamless integration to support both content and instruction.

UMath X is a learning environment that:

Frameworks.. 3 part lessons model UMath X Implementation

.

Build it.

See instructions below to navigate some specific fraction sections.

Build it, Draw it, Talk it, Write it … OWN IT!!

• Login to UMath X learning environment .. www.neufeldlearning.com

• Find concept to be taught in UMath X menu or in Curriculum Menu

• Find a framework or design your own.

** CCSS Menu UMath X Menu3.NF.01.01 Fractions – Meaning of Fraction – Intro .. Think, Write, Say 4.NF.01.01 Fractions – Equivalent Fractions – Pattern Blocks etc 5.NF.01.01 Fractions – Adding Fractions – Word Problems – Eating Candy 5.NF.02.06 Fractions – Mult Fractions – Real World Problem– Boris’ Money5.NBT.02.07 Fractions–Add & Subt of Decimals–Add Decimals–Method 3–

Right to Left–Ex 1–With Grids6.NS.01.01 Fractions – Dividing Fractions – Modeling Ex – Model 1 to 6** or use Texas TEKS, VA SOLs, Ontario Expectations or Florida 2014 standards

MODEL the Process: .. whole group

..differentiated instruction ..one on one