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Home My WebLink AboutMathematics Update presentation 10-02-17MATHEMATICS UPDATE ROD HARDING, PRIMARY PRINCIPAL STACY STOYANOFF, SECONDARY PRINCIPAL October 2, 2017 PRIMARY MATHEMATICS •Defining rigor from a PYP perspective •How do students learn mathematics? •What is differentiation and how classroom teachers cater for a range of abilities? •Opportunities for students •Messaging mathematics to the community RIGOR IS…..RIGOR IS NOT Rigor is not: •Students following explicit directions and goals set by teachers. •‘One size fits all’. •More work sheets and homework. •Memorization of information that is short term. •Learning concepts at a surface level. Rigor is: •Developing self-directed and assessment capable learners who take ownership in the next steps of their learning. •Engaging in highly relevant and purposeful work for athentic audiences. •Application of knowledge to different contexts. •Courage in learning concepts that at are challenging and promote creative thinking •Replicating exemplar models in new and differenent situations •Planning and Scaffolding higher level thinking and questioning. DEFINING RIGOR IN THE PYP Rigor in the PYP comes in two ways, content and through the 5 essential elements (Knowledge, Skills, Concepts, Attitudes and Action). All subjects are over-layered by these essential elements to create a more in-depth investigation of subject matter in the curriculum. Using different styles of thinking and learning from different perspectives, within the classroom, community and globally. Knowledge:What do we want students to know about? 6 Units of Inquiry/Subjects 6 Concepts:what do we want students to understand? 8 Skills:what do we want students to be able to do? 5 + TEKS Attitudes: what do we want students to feel, value and demonstrate? 12 Action: how do we want students to act? QUESTIONING / INQUIRY BASED HOW DO STUDENTS LEARN MATHEMATICS ? Constructing Meaning •Based on their previous experiences and understanding, and by reflecting upon their interactions with objects and ideas. Transferring Meaning •Symbolic notation can take the form of pictures, diagrams, modelling with concrete objects and mathematical notation. Applying With Understanding •Learners demonstrate and act on their understanding through authentic activities and independently select and use appropriate symbolic notation to process and record their thinking.. •Use of practical hands-on problem-solving activities and realistic situations that provide the opportunity to demonstrate mathematical thinking. PYP MATHEMATICS CONTINUUM FINDING OUT PRIOR LEARNING FINDING OUT PRIOR LEARNING HOW ARE WE OFFERING DIFFERENTIATION STRATEGIES? Differentiation in the Classroom HOW ARE WE OFFERING DIFFERENTIATION STRATEGIES? Differentiation in the Classroom –Stemscopes (Science: Adaption) The volume of a leaf tells us how much water and nutrients it holds. Use division to figure out the volume of each leaf, and record it in the table below. The area of a leaf tells us how broad or narrow a leaf is. Use multiplication to calculate the area of each leaf, and record it in the table below HOW ARE WE OFFERING DIFFERENTIATION STRATEGIES? 10 37 Other Differentiation Programs •Exemplars •Imagine Math Divide your bottom rectangle in three (3) equal parts. What are three (3) numbers that you need to place in these spaces to make 37? You cannot use 0, 1 or 5 Enrichment using fractions Differentiation in the Classroom –Grade 1 Observation * * OPPORTUNITIES AND RECOGNITION OF STUDENTS EXCELLING IN MATHEMATICS DUKE TIP PROGRAM https://tip.duke.edu/ Purpose •To identify high performing students from Grade 4-6 (also separate program for Grade 7) and to explore their talents and interests through a variety of academic enrichment activities •To develop their critical and creative thinking skills by embracing the many activities, contests, and opportunities for learning. Requirements •Scoring at or above the 95th percentile on an accepted grade-level standardized test, aptitude test, mental-ability test, or state criterion-referenced test •Scoring 125 or above on a standard IQ test taken within the past two years Benefits •High interest program, weekend camps, webinars to collaborate and creatively solve problems •Greater analysis of students who exceed state standards (STAAR percentiles) •Classroom performance and the need for differentiation MESSAGING PYP MATHEMATICS •Mrs. Nicole Bauer, PYP mathematics specialist, has commenced meetings with parents who have concerns about mathematics. •Mrs. Nicole Bauer will create a calendar of coffee mornings for monthly coffee mornings with parents for information on differentiated learning. •Classroom based videos using the recently purchased ‘Swivl’ camera to present real time learning and strategies in mathematics and in particular differentiation. •The purchase of the application Seesaw will provide parents with a digital portfolio of students work that showcases student learning in mathematics. SECONDARY MATHEMATICS Credit /Acceleration Policy and Procedures Secondary Mathematics Sequence Proposed Higher Level Mathematics Sequence BOT POLICY NO. 6.12: RETENTION AND PROMOTION Advanced Promotion The Board also recognizes that a student may progress at an advanced rate such that the student is prepared to pursue coursework in a grade or subject area above the student’s corresponding grade level based on age. The principal and/or a parent may initiate a request for a student to advance beyond the next grade level or in a particular subject area beyond the next grade level. In responding to such a request, the principal will review all the data identified above for promotion decisions as well as the following additional information: •Teacher recommendations that include social-emotional aspects and maturity of the student, and the student’s attitude toward learning and independent study in order to help determine the potential success of the student in the promoted course/grade •Documentation of additional academic work completed outside the normal classroom hours, and activities (academic competitions, summer camps, advanced tutoring programs, and/or on-line coursework, etc.) •If deemed necessary, performance on additional assessment(s) identified by the principal to determine the appropriate placement of the student and the student’s ability to advance in the applicable coursework. SECONDARY CREDIT/ACCELERATION: GUIDELINES AND PROCEDURES Westlake Academy recognizes the need for some students to accelerate within a course sequence to further challenge themselves. The continuum of IB programs already offers advanced curriculum at all levels. Credit/acceleration does not allow students to accelerate for the purpose of omitting a core class or graduating early. Students cannot accelerate beyond the prerequisites for the Diploma Programme (DP), and DP classes cannot be started prior to grade 11. Credit/Acceleration by examination without prior instruction is offered to advance students in course sequence in order to challenge and enrich their educational plan, provided that all prerequisites are satisfied. Due to state testing requirements, the following courses are not eligible for credit/acceleration purposes: English I, English II, Biology, Algebra I and US History. Please note that credit/acceleration does not specifically prepare students for the next level of IB courses. Once an accelerated credit is received, the student must remain in the more advanced level course for the remainder of the year. CURRENT SECONDARY MATH SEQUENCE Sequence 6th Grade 7th Grade 8th Grade 9th Grade 10th Grade 11th Grade 12th Grade State Grade 6 Math Grade 7 Math Grade 8 Math Algebra 1 Geometry Algebra 2 WA Grade 6/7 Math Grade 6/7 Math Grade 7/8 Math Grade 7/8 Math Algebra 1 Algebra 1 Geometry Math Lab* Algebra 2 Math Lab* AQR IB Math Studies SL Pre-Calculus IB Mathematics SL SL = Standard Level HL = Higher Level * Standardized Test Prep in the Spring Semester Math is double-blocked in Grades 6-8. SECONDARY ADVANCED MATH SEQUENCE Sequence 6th Grade 7th Grade 8th Grade 9th Grade 10th Grade 11th Grade 12th Grade Advanced (current) Grade 6/7 Math Grade 6/7 Math Grade 7/8 Math Grade 7/8 Math Algebra 1 Algebra 1 Geometry Algebra 2 Pre-Calculus IB Mathematics SL IB Mathematics HL ACC -Pre-Calculus IB Mathematics HL Advanced (proposed) Grade 6/7 Math Grade 6/7 Math Grade 7/8 Math Grade 7/8 Math Algebra 1 Algebra 1 Geometry Algebra 2 Pre-Calculus IB Mathematics SL or AP Calculus BC IB Mathematics HL SL = Standard Level HL = Higher Level QUESTIONS