The document summarizes Christobelle Tan's final colloquium for her EDS 379B class during Winter 2013. It provides context about the students at The Preuss School who were in Honors Algebra 1, an overview of the three-day PACT teaching event focusing on simplifying, multiplying, dividing, and adding/subtracting fractions, and reflections on TPE competencies like making the subject matter comprehensible, assessing student learning, planning instruction, and next steps. The teaching event helped improve lessons over time and reflect on pacing. Assessments and interacting with students helped learn about their abilities and ideas to better sequence instruction. The next steps are to help students solve real-world math problems using various representations

1. Final Colloquium
Christobelle Tan
EDS 379B
Winter 2013

2. Context
The Preuss School
Honors Algebra 1 Students
 Students are in 7th – 9th grade, majority 8th grade
 Total: 25 students (lost one & gained one)
 18 English Learners – all reclassified to R-FEP.
 School population: 52% Latino descent, 24% Asian
descent, and 24% are of White or Black or other descent.

3. Overview of the PACT Teaching Event
lessons
• Topic: Simplifying, Multiplying & Dividing, and
Adding and Subtracting Like Denominators
• Three consecutive days
• Great reflection time
• Lessons improved over time
• Students’ pacing vs. my pacing
• Assessments

4. TPE 1
Making Subject Matter
Comprehensible to Students

5. TPE 1: Teaching Math in a single Subject
assignment: Popcorn master
foster positive attitudes toward mathematics, and encourage
student curiosity, flexibility, and persistence in solving
mathematical problems.

6. TPE 2 & 3
Assessing Student Learning

7. TPE 3: Interpretation and use of assessments:
QUICK Quizzes
know how to accurately interpret assessment results of
individuals and groups in order to develop and modify
instruction

8. TPE 2: Monitoring Student Learning During
Instruction: 5 - for Awesome, 1 - for not too
awesome
pace instruction and re-teach content based on evidence
gathered using assessment strategies such as questioning
students and examining student work and products.

9. TPE 8 & 9
Planning Instruction and Designing
Learning Experiences for All Students
include both student language and
learning needs

10. TPE 8: Learning about Students
Through interpersonal interactions, they learn about students’
abilities, ideas, interests and aspirations

11. TPE 9: Instructional Planning:
iN Notes & Warm Up
Sequence instruction so the content to be taught connects to
preceding and subsequent content.

12. Next Steps
• Help students solve real world problems using
mathematical reasoning and concrete, verbal,
symbolic, and graphic representations
• Provide a secure environment for taking
intellectual risks and approaching problems in
multiple ways
• Encourage parents to be more involved and
support their efforts to improve student
learning