Carpenter Numeracy kickoff powerpoint

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Education

Published on January 10, 2008

Author: Toni

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Numeracy across the Curriculum:  Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator Why should I care about numeracy?:  Why should I care about numeracy? Lack of student sensemaking in math Need for high-level consumer reasoning skills Math teachers cannot do it alone A Problem-solving Approach to Studying Numeracy:  A Problem-solving Approach to Studying Numeracy Numeracy is not well-defined Numeracy means different things in different places School v. life problem-solving Five Articles Dealing with Numeracy:  Five Articles Dealing with Numeracy Create 10 groups. Study assigned article and summarize. Create groups of five, with each member having read a different article. Present summaries. Numeracy Concept Map:  Numeracy Concept Map Refer to page 14 of handout. Based on discussion and study so far, create a concept map for numeracy. Present on chart paper. Data Collection—Numeracy Surveys:  Data Collection—Numeracy Surveys Refer to pages 4-6 of handout for numeracy surveys. Who should take each survey? Teacher Survey—all teachers Leader Survey—school leadership team Student Survey—several classes of students with follow up interviews Data Collection—Course Placement and Performance:  Data Collection—Course Placement and Performance Refer to pages 7-9 of handout. Other data to track AP Enrollment Math-intensive C/T program enrollment Postsecondary remediation rates Data Collection—Current Best Practices:  Data Collection—Current Best Practices Refer to pages 10-13 of handout. Which best practices are currently taking place? Which best practices could be goals for our school? Remember, there are best practices going on in every school. . .sometimes you have to look for them! My School’s Current Status and Definition of Numeracy:  My School’s Current Status and Definition of Numeracy Refer to page 3 of handout. As a group, complete the chart. Volunteers share one set of responses with another team. Definition of Numeracy:  Definition of Numeracy Refer to page 15 of handout for working definition. As a group, create your school’s definition of numeracy. Consult articles Consult concept map Refer to best practices What is the best estimate of 2.62 x 196?:  What is the best estimate of 2.62 x 196? 3 x 200 2 x 100 2.5 x 200 3 x 150 What is high-quality instruction?:  What is high-quality instruction? Study article. What are the implications for my school? Math classes Non-math classes What is the area of the rectangle below?:  What is the area of the rectangle below? (rectangle with one side labeled 8 and another side labeled 3) Eighth-graders correct = 83% What is the area of the rectangle below?:  What is the area of the rectangle below? (rectangle with two sides labeled 8 and the other two sides labeled 3) Eighth-graders correct = 37% Introduction to Problem-solving:  Introduction to Problem-solving Study the defn of “question,” “problem” and “exercise.” Use OGT prep book Find an exercise. Find a problem. What are appropriate uses of the OGT prep book? Transforming Math Problems:  Transforming Math Problems Read article. What are implications for my school? Math classes Non-math classes Slide17:  Traditional: We are investing $1,000.00 at 5% for 5 years compounded semi-annually. How much money would you make? Revised: We are investing $1,000.00 for 5 years 5% compounded semi-annually 4.9% compounded quarterly 4.75% compounded continuously Which would you choose if you were doing the investing? Explain. Slide18:  Traditional: A certain machine produces 300 nails per minute. At this rate, how long will it take the machine to produce enough nails to fill 5 boxes of nails if each box will contain 250 nails? Revised: Determine the time for filling 5 boxes of nails containing 250 each, given the rate at which nails are produced. Describe the procedure you would use to determine this time. Slide19:  Traditional: What is the probability of drawing a blue marble from a bag containing 3 green, 5, yellow, 6 blue and 10 yellow marbles? Revised: How many blue marbles would you need to add to the original bag of marbles to make the probability of drawing a blue marble 0.5? Slide20:  Traditional: Find the circumference and area of a circle with a diameter of 15 feet. Revised: You are VERY hungry. Given a choice between a 12” round pizza or a 12” square pizza that would cost the same, which would you choose? Defend your choice. Creating a Differentiated Math Classroom:  Creating a Differentiated Math Classroom Read article. What are the implications for my school? Math classes Non-math classes Mastery math students. . .:  Mastery math students. . . Want to . . . learn practical information and set procedures Like math problems that . . . are like problems they have solved before and that use algorithms to produce a single solution Approach problem solving . . . in a step-by-step manner Experience difficulty when . . . math becomes too abstract or when faced with non-routine problems Want a math teacher who . . . models new skills, allows time for practice, and builds in feedback and coaching sessions Understanding math students. . .:  Understanding math students. . . Want to . . . understand why the math they learn works Like math problems that . . . ask them to explain, prove, or take a position Approach problem solving . . . by looking for patterns and identifying hidden questions Experience difficulty when . . . there is a focus on the social environment of the classroom (e.g. on collaboration and cooperative problem solving) Want a math teacher who . . . challenges them to think and who lets them explain their thinking Self-expressive math students. . .:  Self-expressive math students. . . Want to . . . use their imagination to explore mathematical ideas Like math problems that . . . are non-routine, project-like in nature, and that allow them to think “outside the box” Approach problem solving . . . by visualizing the problem, generating possible solutions, and exploring among the alternatives Experience difficulty when . . . math instruction is focused on drill and practice and rote problem solving Want a math teacher who . . . invites imagination and creative problem solving into the math classroom Interpersonal math students. . .:  Interpersonal math students. . . Want to . . . learn math through dialogue, collaboration, and cooperative learning Like math problems that . . . focus on real-world applications and on how math helps people Approach problem solving . . . as an open discussion among a community of problem solvers Experience difficulty when . . . instruction focuses on independent seatwork or when what they are learning seems to lack real-world application Want a math teacher who . . . pays attention to their successes and struggles in math Team Planning:  Team Planning Role of the Numeracy Leader (p. 16) Getting Started (p. 17) SMART Objectives, Action Plans (pp. 18-20) Specific Measurable Action-oriented Realistic Time parameters included Sample Numeracy Objectives:  Sample Numeracy Objectives Increase problem solving. Add one extended response item to every end-of-unit exam. Meet as a vertical team of math teachers each month. Homework/Next Steps:  Homework/Next Steps Recommended Readings and Web Resources (pp. 21-25) Page 26 Implement action plan Study one of the listed articles

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