Agenda

=October 14, 2013: Learning math as a native English speaker; Designing Instruction with Levels of Challenge & Using Student Generated Representations to Learn Science= > >> >> >> >>> >>> >> >> >> >> >>
 * =10:00 - 11:00= || # **Login** with an anonymous username and password - click here -
 * 1) **Math in ESL classroom**
 * 2) Talk presented by University at Buffalo doctoral candidate, Yonghee Lee
 * 1) Questions for him
 * 2) **PCK Discussions**
 * 3) **Visit our PCK Discussion Board** ||
 * =11:00 - 12:30= || # **Adjustable Levels of Challenge in Math**
 * 1) How does one teach students a math lesson with different levels of challenge for Kindergarten students using the CCLS below.
 * 1) Use this CCSS.Math.Content.K.OA.A.3 **Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).**
 * 1) Groups:
 * 2) **Pre-K:** Danielle, Megan B. & Mary Kate
 * 3) **K:** Alissa, Emily, Kat & Meagan R.
 * 4) **Grade 3:** Alfred, Vivian, Hannah, Nicole & Kayla
 * 5) **Grade 4, 5 & 6:** Allison, Kasey, Ariel & Jen
 * 1) Create a Plan - where can we all see it?
 * 2) Create an initial plan by yourself
 * 3) Share your plan with members of your group
 * 4) Come up with one plan from all of your members
 * 1) Share your Plan with the class ||
 * =12:30 - 14:00= || # **Teaching ELL Science with Student Generated Representations (SGR)**
 * 1) What does drawing reveal?
 * 2) "Drawings reveal people's //__**conceptions**__// of things, //__**not their perceptions**__// of things.
 * 3) How might our conceptions of things differ from our perceptions of them?
 * 4) All the world over, young children draw people by drawing a circle for a face, with arms and legs extending from it.
 * 5) Does this mean that children perceive that people have 4 limbs and no body, and that the limbs are attached to the head?
 * 6) Certainly not. Rather, a head, arms, and legs are the components of children's early conceptions of the human body, to be enriched by the addition of other body parts" (Tversky & Tvesky, 1999, p. 2).
 * 1) "The order of production of drawing can also give insights into the conceptions behind the design" (1999, p. 5).
 * 1) "Depictions have the added advantage that they can be inspected, discussed, and altered by a group of thinkers, even when distributed over time and space" (1999, p. 2)
 * 1) What would an interaction of the geosphere, the biosphere, the hydrosphere and the atmosphere look like?
 * 2) NGSS: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
 * 3) Share models with members of your group
 * 1) Add information to your models or revise
 * 1) One person share ||

=September 23, 2013: "I Can" Assessment= > >>
 * =10:00 - 11:00= || # **Login** with an anonymous username and password
 * 1) **Science Warm-up**
 * 2) Visit my science lesson from the other day, we are going to continue from where we left off
 * 1) **"I Can" Assessment**
 * 2) **Visit my math lesson wiki page** ||
 * =11:00 - 12:30= || # **Teach Science Lessons**
 * 1) We will stay in the same groups to increase comfort levels ||
 * =12:30 - 14:00= || # **Prepare for Wednesday**
 * 1) Visit our Professional Development School #45 wiki page - click here - ||

=September 16, 2013: Operations & Algebraic Thinking= > >>
 * =10:00 - 11:00= || # **Login** with an anonymous username and password
 * 1) **Science Warm-up**
 * 2) Visit my science lesson from the other day, we are going to continue from where we left off
 * 1) **Multi-step problems**
 * 2) **Visit my math lesson wiki page** ||
 * =11:00 - 12:30= || # **Teach Science Lessons**
 * 1) We will stay in the same groups to increase comfort levels
 * 2) I will go with the 2nd - 3rd grade group ||
 * =12:30 - 14:00= || # **Prepare for Wednesday**
 * 1) How to write measurable criteria - go back to my math lesson ||

=September 9, 2013: Geometry= > >> >
 * =10:00 - 11:00= || # **Login** with an anonymous username and password - click here -
 * 1) **Math Warm-up**
 * 2) **Compose and Decompose Shapes** - [|CCSS.Math.Content.K.G.B.6]
 * 3) Can you create an octagon using the shapes the shapes in this manipulative?
 * 4) Can you create a hexagon out of equilateral triangles?
 * 5) Questions, Comments, Thoughts
 * 1) **The Power of Shapes**
 * 2) **Visit my math lesson wiki page** ||
 * =11:00 - 12:30= || # **Teach Science Lessons**
 * 1) We will stay in the same groups to increase comfort levels
 * 2) I will go with the 2nd - 3rd grade group ||
 * =12:30 - 14:00= || # **Prepare Geometry Math Lesson for Wednesday**
 * 1) Copy/Paste the lesson plan template
 * 2) Choose a CCLS
 * 3) Look at Curriculum Focal Points
 * 4) Writing good essential questions
 * 5) How to write understandings
 * 6) Look at Bloom
 * 7) Resources - tech or no tech
 * 8) Practice your lesson
 * 9) Dropbox your rubric ||
 * **Work at Home** || # Write your math lesson
 * 1) Examine the NLVM Geometry manipulatives - http://nlvm.usu.edu/en/nav/topic_t_3.html
 * 2) Explore the math manipulatives on the McGraw Hill site - http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html
 * 1) Join the FREE Kahn Academy to practice math skills - you will eventually do this in a trail later in the course ||

=August 28, 2013, Numbers & Operations in Base Ten= >> =References= Tversky, B., & Tvesky, B. (1999). What does drawing reveal about thinking. In //In//.
 * =10:00= || # **Login** with an anonymous username and password - click here -
 * 1) **Math Warm-up** -
 * 2) //Compose and Decompose Numbers//
 * 3) Base Blocks - @http://nlvm.usu.edu/en/nav/frames_asid_152_g_1_t_1.html
 * 4) **Compose** the following numbers with a partner:
 * 5) single digit: 5, 9, 4, 0 - ?
 * 6) double digit: 23, 31, 67, 99 - ?
 * 7) **Decompose** the following numbers with a partner:
 * 8) double digit: 41, 68, 32, 21 - ?
 * 9) Questions, Comments, Thoughts
 * 1) **Math Content Knowledge**
 * 2) Shulman (1986) wrote "...the amount and organization of the amount and organization of knowledge per se in the mind of the teacher" (p. 9)
 * 3) Focusing Questions: What is math content knowledge? Where do we get it? How do we know when we have it? How specific must it be?
 * 4) Common Core Learning Standards - Numbers and Operations in Base Ten
 * 5) Pick a grade to focus on
 * 6) identify the skills in the standard
 * 7) Demonstrate the skill
 * 8) Connect to the real world - why should we care?
 * 9) Research - "Adding it Up! Helping Children Learn Mathematics" - [[file:Adding It Up- Helping Children Learn Mathematics.pdf]] (Kilpatrick, Swafford, Findell, & Committee, 2001, p. 118)
 * 10) Build a Concept Map using C-Map ||
 * =11:00= || # Pedagogical Knowledge
 * 1) Deconstruct the Math Warm-up
 * 2) Using Four Rectangle Pedagogy
 * 3) Objective
 * 4) Grouping
 * 5) Materials
 * 6) Assessment ||
 * =12:00= || # Pedagogical Content Knowledge -
 * 1) Math Lessons ||
 * =1:00= || # Math Lessons Continued
 * 1) Preparation for the next class
 * 2) You will teach a lesson in the Numbers and Operations in Base Ten Domain ||