Differentiated Learning

Communicating with parents will empower both students and teachers to work together in order to meet their students needs. I have witness this in my school where parents from low income backgrounds are knowledgeable about their child education and help them succeed and enforce their schools policies in their homes. (p. 400)

Make back to school nights useful. Teachers should community as much with the parents and seek their help.

use of technoolgy or other social media to communcate with arents. (p.404) This would enforce communitcation

Subtopic

Maybe parents can become educator leaders as well by taking role in school clubs, or academic clubs such as the maths club. Promote learning to the community as well. More educators means more accomplishments. (p.417)

Continuing Professional Development

Organizations

NCTM

TCH

MTMS

MT

JRME

MED

Case Studies

Certification

NBPTS - National Certification overseen by Educational Testing Service (ETS)

State level certification - required to teach

Sets professional development requirements for continued certifcation

Leadership Development

Higher Education

Content Based Coaching

Online Professional Development

Ideally every new teacher would have a mentor teacher to guide them, but such resources are often unavailable.

NCTM Principles and Standards - 4 parts

Part 1

Overview of Principles

Equity

Curriculum

Teaching

Learning

Assessment

Technology

Part 2

Content Standards

Number and Operations

Algebra

Geometry

Measurement

Data Analysis and Probability

Part 3

Process Standards

Problem Solving

Reasoning and Proof

Communication

Connections

Representations

Part 4

Steps Necessary to Achieve the Vision

Evaluation (NCTM, 1991, pp. 72-23)

The goal of evaluating the teaching of mathematics is to improve teaching and enhance professional growth.

ALL teachers can improve their teaching of mathematics

What teachers learn from the evaluation process is related to how the evaluation is conducted.

Because teaching is complex, the evaluation of teaching is complex. Simplistic evaluation processes will not help teacher realize the vision of teaching mathematics described in these standards.

There is a chance that the assessments are not matched with what the teachers are actually teaching

High likelihood that assessments will omit items covered in content that most students know

only revised every 5 to 10 years, so the evaluation score may be artificially boosted by teacher familiarity of the test

give specific criteria for distinguishing between a paper that is acceptable but average and one that is exceptional and shows good understanding

Typically, a 4-point rubric is used to indicate students' level of attainment on the particular task

rubric aims to establish a student's quality of understanding of the concepts involved

State the problem clear enough that someone unfamiliar with the problem can understand what it is

Describe the steps in detail, using notes as reminders. Include work that did not work out

State the solution clearly and explain how they know the solution is correct and complete

invent some extensions or variations to the problem (related problems that can be easier/harder/same level as the original problem)

More inductive than a project

When assessing student work on investigation, teachers must look for logical processes of mathematics and the connections students make with prior knowledge

Assessments are part of curriculum

help both teachers and students gain useful information to improve achievement

students compared to a minimum level of proficiency instead of one another

Student involvement in the development of rubrics is important to the instructional design in the class

Does not replace standardized test. Provide direct information to the teacher, students, and families about the mathematics a student is able to understand and use

Developing performance task

Step 1: Identify Outcomes
The task stems from the curriculum and demonstrate understanding of mathematical concepts, using multiple problem-solving strategies, and connecting mathematics to other topics/subjects

Performance Tasks
Specify and identify the characteristics of the different levels of the rubric, keeping in mind the mathematical objectives you are teaching

Clear learning goals for the class and for the given activity, so students know what is expected

Step 2: Developing Rubrics
Develop holistic rubrics to use when scoring. It is a good idea to create the rubric before giving the task to the students, because the instructor can prepare for any misconceptions students may have

identify key mathematical elements that determine what is acceptable

identify specific differences between an unacceptable response and one that is filled with errors/misunderstandings

Step 3: Identify Anchor Papers
Provide "anchor papers" (examples) that exemplifies the different performance levels, as established by the rubric

For situations, such as an ongoing project, providing check-points to mark student progress toward the end goal

Step 4: Score Student Work
Delineates the key components of each rubric level with sufficient specificity to explain a given score

Step 5: Revise
Student work that falls below the minimum standard is returned, with specific suggestions concerning the nature of the improvement needed to being the work up to standard

Reflection on Daily Lesson Plans

Student Feedback

Review of videotape.

Weekly Log

Class discussion

Student Feedback

Class Discussion