![Agenda ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recomendados
Más contenido relacionado
La actualidad más candente
La actualidad más candente (20)
Destacado
Destacado (13)
Similar a Student Centered Year Plan Using The Backwards Approach
Similar a Student Centered Year Plan Using The Backwards Approach (20)
Más de susan70
Más de susan70 (20)
Student Centered Year Plan Using The Backwards Approach
- 1. Beginning with the end in mind…
- 4. Where Do I Begin???
- 18. Math Journals
- 20. Math Tubs for Centers
- 22. Carefully select your items based on the curriculum outcome.
- 23. Math at Home
- 30. Floor Plan
- 35. Math Word Wall
- 36. Using a Variety of Manipulatives from the Environment
Notas del editor
- Begin with the Handshake Activity.
- Outcomes focus on what the students will know or be able to do by the end of the grade. Outcomes and indicators encourage teachers to plan for developing the whole child. They define the specify skills, strategies, abilities, and knowledge students are expected to be able to demonstrate Are observable, assessable, and attainable Are grade and subject specific Are written using action-based verbs Are supported by indicators
- The list of indicators should not be treated as a list of things that need to be done. Each individual indicator is not required to be completed, but the breadth and depth represented by the indicator does. For example, an indicator might say “create a timeline to illustrate the significant events leading to the confederation of Canada”. The teacher might not have the students actually create a physical timeline, but would need to have the students in some way develop enough of an understanding of the significant events, and the relative timing of each, (perhaps through writing a narrative, developing a play, through a mural, using an interactive dialogue) so that if they were asked, they would be able to create a timeline. If the indicator identifies a specific skill – such as “prepares a wet mount slide of living plant and animal cells and observes them with a compound light microscope”, then looking at pictures of cells is not sufficient, since the indicator is defining the breadth of the outcome to include the preparation of slides, and the use of a microscope. You would not be able to achieve the outcome as intended without a microscope.
- Have teachers look at their 3 grades at a glance document. Share some generalizations of prerequisites for patterns. List some of these in you planning sheet. Then look at the outcomes for patterns and relations.
- Practice together by looking at the grade two outcomes. What are the outcomes or understandings? Use a highlighter and highlight the nouns. What are we doing? We are doing repeating patterns, we are using manipulatives, sounds and actions. NOT WORKSHEETS Now highlight the verbs using a different color. What do wwe have to do with the patterns? This gets a focus on what students need to know, understand and be able to do. Refer to the revised Bloom’s Taxonomy
- Look at the indicators. Practice by listing together then teachers look at their sheet. Copy the indicators around the second circle. This is when ou can plan your activities or lessons.
- One way to categorizing questions is either open or closed. Closed questions are those that simply require an answer or a response to be given from memory. Open questions are those that require a student to thing more deeply and to give a response that is more than recalling a fact or reproducing a skill. Open questions are “Good Questions”
- Students provide a written or visual reflection of their mathematical experience for the day. You may provide the sentence starter to guide their thoughts.
- Use portfolios or collections as th ebasis for conferences with students and their parents Asessment of portfolios – based on trends and patterns overall assessment odf student progress. Rubric?
- The renewed curricula are very inquiry oriented, and you will find many opportunities to engage students in authentic inquiry. It is important to understand that inquiry in not a set of sequential steps to follow, but rather an unique philosophical approach to teaching and learning that builds on the natural sense of curiosity and wonder and the range of experiences and backgrounds that student bring to the classroom. True inquiry enables students to construct meaning in a genuine quest for knowledge and understanding.
- Each new year provides an opportunity to create a community of learners in the classroom. As facilitators of learning, we are responsible for creating a classroom environment that will allow each student to experience success. The reward is knowing children will view math as fun, exciting, engaging, and something that they are capable of doing.
- These grouping should not be static but should stay together for at least a month so students can become familiar with one another.
- The classroom setup should Promote independence for students Provide choice within a structured area Be organized in a way that encourages sharing and responsibility
- Regular exposure to mathematics vocabulary enables students to use vocabulary in daily activities. A math word wall grows throughout the year. As new vocabulary words are introduced/ add to word wall with a picture or a symbol that can accompany it. You can also use the word wall as a mathematical journal entry. “ Tell what you know about ___”
- Share lesson plans. Thank-you for the afternoon.