Slide 1 / 165 Slide 2 / 165 Methods Training Click here to complete a short teacher profile survey. Slide 3 / 165 Slide 4 / 165 Agenda · Introduction to NJCTL Introduction to Click on the topic to go to that section · How to Use Responders NJCTL · PSI-PMI Pedagogy · Direct Instruction · Top 10 SMART Notebook Tips · Social Constructivism · Formative Assessment · Summative Assessment & Grading Return to Table of · Collaboration Contents Slide 5 / 165 Slide 6 / 165 Science and Mathematics Science and mathematics are becoming priorities to states and countries for reasons of CTL is a Not-for-Profit founded by the New Jersey Education Association with the mission: Social Justice To empower teachers to lead school improvement . AND CTL is supported by NEA, NJEA, and other leaders in International Competitiveness education, business, and philanthropy.
Slide 7 / 165 Slide 8 / 165 Science and Mathematics PSI-PMI The Progressive Science Initiative (PSI) & Progressive Social Justice requres that we provide all students fair Mathematics Initiative (PMI) are CTL's main programs. access to math and science. PSI-PMI provide a new technology-enabled efficient Global Competitiveness requires the same; societies system that results in student learning and prosper by realizing the capacity of their people. engagement, as well as teacher satisfaction and increased effectiveness. Slide 9 / 165 Slide 10 / 165 PSI PMI The Design Goals of PSI-PMI K-12 Science K-8 Math; Algebra I & II; and PSI-PMI is designed to be: aligned to, and Geometry align to CCSS exceeds, NGSS Welcoming: A pathway for all students to learn science and mathematics. Grade 8 - 12 also Pre-Calculus, Calculus AB Rigorous: Aligned with NGSS, CCSS and College aligned to College & BC) aligned to College Board Advanced Placement practice and content Board Advanced Board Advanced Placement standards. Placement Slide 11 / 165 Slide 12 / 165 The Design Goals of PSI-PMI Origin of PSI-PMI A new paradigm was needed, since the traditional “Start by doing what is necessary, paradigm tends to compromise either rigor or then what is possible, warmth....leading to low outcomes for many students. and suddenly you are doing the impossible.” This new paradigm requires a lot of preparation work, ----Francis of Assisi more than can be handed by lone teachers. So, CTL has provided that preparation in materials that can be used as they are, or edited by teachers.
Slide 13 / 165 Slide 14 / 165 What was Necessary in 1999 The Challenge Started public school teaching in 1999. Only 3 of my 16 students had taken Algebra I, but they were scheduled for Geometry and Biology. Launched a pre-engineering program at a New Jersey vocational-technical high school. They weren’t prepared for Geometry. Taught sixteen 9 th grade students to begin program. Biology wouldn’t help with Algebra or Engineering Told my students had completed Algebra I in 8 th grade. Slide 15 / 165 Slide 16 / 165 The Solution Why Algebra-Based Physics? Used 2 hours of the vocational time I had with them · Requirement for almost all STEM career paths, to create an on-ramp to STEM: more than any other subject. · 40 minutes of Algebra I. · The foundation for science; it makes science make sense. · 40 minutes of mathematically rigorous Algebra- Based Physics. · Provides a use for math; motivating students. · 40 minutes of Engineering. Slide 17 / 165 Slide 18 / 165 The Second Challenge The Solution · Textbooks to teach mathematically rigorous Wrote a book for mathematically rigorous Algebra-Based Physics didn’t exist. Algebra-Based Physics. · In the U.S. mathematically rigorous Physics Topics were chosen to prepare students for was taught with Trigonometry or Calculus. Chemistry & AP Physics B. · Books that used just Algebra, were not AP Physics was critical to recognize what these mathematically rigorous. Vo-tech students had achieved.
Slide 19 / 165 Slide 20 / 165 The Third Challenge Round Tables - a Lucky Break My room had no tables, chairs, blackboard or · These students had not been very successful in whiteboard, just computer stations. science or mathematics. I went to: · But, they liked talking to each other, and working · The faculty lounge to get a few five foot diameter on questions and problems together. round tables. · This led to a pedagogy which was welcoming to all · The cafeteria to get chairs. students. · The storage room to get a blackboard on wheels. Slide 21 / 165 Slide 22 / 165 Social Constructivism The Result · Brief direct instruction. Pre-engineering students loved math & science. · Enjoyed problem-solving with their friends. · Students building mental models by solving increasingly complex problems. · Learned that mathematics is useful. · Working together at round tables. · Learned that science makes sense, it’s not memorization. Slide 23 / 165 Slide 24 / 165 The Result The Result Students in the other majors petitioned to take By 2005 - 13 times the state rate of students were Algebra-Based Physics in 9 th grade. taking and passing AP Physics B. · By 2003, all students in the school were taking · #1 in the state; double the #2 school. Physics in 9 th grade. · Became 2006 New Jersey State Teacher of the · No tracking, all students in the same course. Year. · Many went on to AP Physics B.
Slide 25 / 165 Slide 26 / 165 The Challenge in 2007 The Possible: Extending the Work The NJ DOE wanted to build this on-ramp to STEM Extending this work broadly required: careers in more NJ schools. · Schools to stop teaching HS science backwards. The NJEA formed the NJ Center for Teaching and Learning (CTL) and put me on the board. · Developing free OER science and mathematics course materials that could be shared and edited. A major goal of CTL became to extend this work. · Many more Physics teachers. Slide 27 / 165 Slide 28 / 165 The PSI-PMI Paradigm The Pedagogy of PSI-PMI The PSI-PMI paradigm uses: Rather than tell you about the pedagogy, we're going to let you experience what it's like to learn something Technology to integrate curriculum, pedagogy and that is, hopefully, new to you. assessment. You'll be able to feel the sense of struggle and then Free, editable course materials from CTL to enable the success that marks all of PSI-PMI teaching and new paradigm. learning. Physics to connect and improve outcomes in all of This example is from mathematics, science would be K-12 science and mathematics. similar but include experiments. Slide 29 / 165 Slide 30 / 165 1 Are you signed in and ready to start the lesson? Student Polling We're going to use SMART VE for polling this morning. Yes No We can talk about other polling solutions later today. Now, please go to this site: response.smarttech.com response.smarttech.com
Slide 31 / 165 Slide 32 / 165 Base 10 (Decimal) System Demonstration Lesson: Binary Numbers Base 10 is the number system we usually use. So much so, that most people think this is the only, or a naturally preferred, basis of numbers. This system uses ten digits 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9 Why do you think we use Base 10? Slide 33 / 165 Slide 34 / 165 Base 2 (Binary) System Base 10 (Decimal) System The Base 2 (binary) system uses only two digits: 0 and 1 Why do you think we use Base 2? Slide 35 / 165 Slide 36 / 165 Base 2 (Binary) System Base 2 (Binary) System Electrical switches are either on or off, representing 1 or 0. Vacuum tubes could act like switches. Then, transistors could as well. And, integrated circuits contain many "switches" which are either on or off...1 or 0.
Slide 37 / 165 Slide 38 / 165 Base 2 (Binary) System Converting from Base 10 to Base 2 Since we're used to Base 10, the numbers seem natural to us - it's easy for us to picture the magnitude of a number represented by the Base 10 system. In the base 10 system, the number 11 represents In the base 2 system, the number 11 represents: Slide 39 / 165 Slide 40 / 165 Base 10 Base 2 4 x 10 2 2 x 10 1 7 x 10 0 1 x 2 1 0 x 2 0 + + + + 2 400 20 + + + + 7 0 Slide 41 / 165 Slide 42 / 165 Base 2 Base 2 1 x 2 2 1 x 2 1 0 x 2 0 1 x 2 2 0 x 2 1 1 x 2 0 + + + + 4 2 4 0 0 1 + + + +
Slide 43 / 165 Slide 44 / 165 2 How would the Base 2 number 11 be written as a base 3 How would the Base 2 number 101 be written as a base 10 number? 10 number? Slide 45 / 165 Slide 46 / 165 4 How would the Base 2 number 111 be written as a base 5 How would the Base 2 number 1011 be written as a base 10 number? 10 number? Slide 47 / 165 Slide 48 / 165 6 How would the Base 10 number 5 be written as a base 2 7 How would the Base 10 number 8 be written as a base 2 number? number?
Slide 49 / 165 Slide 50 / 165 8 How would the Base 10 number 15 be written as a base 9 How would the Base 8 number 10 be written as a base 2 number? 10 number? Slide 51 / 165 Slide 52 / 165 10 How would the Base 8 number 111 be written as a base 11 How would the Base 8 number 100 be written as a base 10 number? 10 number? Slide 53 / 165 Slide 54 / 165 12 How would the Base 10 number 15 be written as a base 13 How would the Base 10 number 75 be written as a base 8 number? 8 number?
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