Supporting a Range of Math Learners Menus and Choice Boards Summer - PowerPoint PPT Presentation

Supporting a Range of Math Learners Menus and Choice Boards Summer 2020 | Tanaga Rodgers

Viewing Mode selecting viewing mode upon arrival Choose Floating Panel View mode for optimal viewing 2

Meeting Center Tools HMH (Host) Audio to mute/ Annotate Tools unmute yourself Turn on/off video Hand Icon Chat 3

OSSE and the Division of Teaching & Learning Build the capacity of educators, from pre-service to in-service, through targeted, sustained, high-quality supports so educators can be effective in empowering each and every PK- 12 DC learner to succeed in school and life. 4

Instructional High Leverage Practices Teach cognitive and Identify and Systematically Adapt curriculum metacognitive prioritize long- and design instruction tasks and materials strategies to short-term learning toward specific for specific learning support learning goals. learning goal. goals. and independence. (11) (12) (13) (14) Use strategies to Provide scaffolded Use explicit Use flexible promote active supports. instruction. grouping. student (15) (16) (17) engagement. (18) Teach students to Provide positive Use assistive and maintain and and constructive Provide intensive instructional generalize new feedback to guide instruction. technologies. learning across students’ learning (20) (19) time and settings. and behavior. (21) (22) 5 OSSE High Leverage Practices for Inclusive Classrooms Resource Page

Outcomes 1. Link math content standards within and across grade levels to meet the needs of a range of math learners. 2. Develop menus and choice boards that serve different levels of readiness and learning needs. 3. Provide more opportunities for choice in math class. 6

Norms Agreements Online Engagement • • Choose to be present Please use video when and engaged speaking • • Share your experience Participate in chats and and ideas polls • • Assume positive intent Keep mic on mute as others share unless speaking to the group • Be solutions-minded 8

Building Community • Name • Role in education • Glow and grow as it relates to remote learning 9

Agenda Structure of Mathematics Choice Boards & Menus Break Implementation Application Closing & Evaluation 10

Structure of Mathematics Considering the structure of mathematics, how can we address unfinished instruction?

Math is connected Operations & Algebraic Expressions & Equations Thinking Grade 5 Number & Operations in Base 10 Algebra Grade 4: concepts, skills, sequence, tools, pacing, assessment The Number System Number & Operations – Fractions Grade 3 K 1 2 3 4 5 6 7 8 High School 12

What happens when there’s unfinished instruction? Range of Unfinished Instruction Learners Unfinished Teaching Unfinished Learning Standards (or concepts) that Standards that were not students didn’t demonstrate directly taught nor assessed proficiency with Maki, E. and Parker, J. Finishing the Unfinished: Tools to Create an Equitable Learning Recovery Plan. UnboundEd and Pivot Learning, 14 May 2020. 13 https://www.youtube.com/watch?v=uWKQsa59zv8

How can we approach unfinished math instruction? Provide differentiated support for each student to reach grade-level standards by designing rich tier 1 instruction that allows for multiple entry points and solution pathways and uses a range of approaches. (NCTM & NCSM, 2020) 14 Allison, C. Addressing unfinished learning in the context of grade-level work. Achieve the Core Aligned Materials, 06 December 2017. https://achievethecore.org/aligned/addressing-unfinished-learning-context-grade-level-work/

What is a menu or choice board? What is it? What are the math tasks? • Collection of math tasks • Games • Student choice • Practice problems • Independent, pairs, small • Investigations group • Create a product • Supports all students in • Tiered activities meeting the instructional goals • Multiple representations 15

Coherence Map: An Accessible Pathway 16 Image from: https://achievethecore.org/coherence-map/

Reflection The Coherence Map can support educators in systematically designing instruction toward a specific learning goal. • Explore the Coherence Map on your own (5 minutes) • Be prepared to share what you notice. You might consider: ▪ Specific ways to use this tool Systematically Design ▪ How the tool connects to work you already do Instruction Toward a Specific ▪ When you might use this tool Learning Goal (HLP 12) 17

Choice Boards & Menus What are some different ways to create menus and choice boards?

Menu for Grades K-2 Students complete three activities. Appetizer supports prior grade level connections and dessert is additional representations. 19 Link to student facing menu

Tic-Tac-Toe Choice Board for Grades 3-5 Record Yourself: Matching Cards : Base 10 Blocks Watch video tutorial.. Watch video tutorial. Create Watch video tutorial. Use Then, practice reading the matching cards (numeral and base 10 blocks to show numbers on this padlet. expanded form) for each place different numbers (3, 4 or 5- value up to millions. digit) that have 6 in the hundreds place. Students Building Design: Puzzle : The Greatest Design a mobile: choose one Create a building sign that Eight Use clues to solve this Select a multi-digit number. activity from shows the building puzzle and determine the Model the value of each digit assigned row number in word form. different possibilities of and draw a picture with (focus on numbers. place value blocks. specific skill) and two more Write a Note: Multilingual : Number words Dream Home: Find 3 of their choice. Convince a friend that 0s follow a pattern once you get different homes. If you save are very important when it past 12. Research another 10 times less the cost of the comes to place value. language and give examples house, how much would that Provide 2 examples from of what you find. be? 100 times less? real life. 20 Link to student facing menu

Menu for Grades 6-8 Students choose any combination of activities to total ten or more points.  Cooking with Math: Use rate language in the context of the recipe to describe and compare the ingredients. 2 points  School Teacher: Write as many ratios as you can to describe the class using ratio language. Include part to part and part to whole ratios.  Shopping Spree: Give 3 different examples of unit rates at the grocery store.  Road Trip: Use unit rate to estimate how long it would take to drive at a constant rate from school to Disney World (FL). 5  Sports Fanatic : Choose your favorite sport and consider how ratios can be used to describe performance in the sport. points  Game Designer: Create your own 16-piece matching game where you create tables of equivalent ratios and pairs of values on a coordinate plane. Play the game with 2 different classmates.  Juicing Entrepreneur: Learn about juicing and use rates to determine how many apples you will need to serve your 8 poolside customers. points  Art Class : Determine how to make different shades of orange using yellow and red paint. 21 Link to student facing menu

Reflection Take 10 minutes to dive deeper into the choice board or menu of your choice. Explore at least two of the activities and experience the task as a student would. • How does the menu or choice board promote student access to the grade-level content (high-leverage practice 13)? Adapt Curriculum Tasks & Materials for Specific Learning Goals (HLP 13) Link to collection of menus 22 22

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Implementation How can menus and choice boards fit into my learning environment?

What are some different formats? Prescriptive Free Choice Students Students Students can All students begin complete all items complete 1-2 choose how in the same spot on menu. required items many tasks to but can choose Students choose and choose how complete and in which additional the order to many additional what order. tasks to complete the tasks to Students suggest complete. menu. complete. their own activity. 25

How can I monitor performance and accountability? • 4 Corners Class Discussion • Exit Tickets • Use a class chart to compile student thinking. • Rubric • In progress/finished folders • Checklists • Shape Menu 26 Burns, M. Using Math Menus: Some Nuts & Bolts . Marilyn Burns Math Blog, 17 February 2017. http://www.marilynburnsmathblog.com/using-math-menus- some-nuts-bolts/

When do menus/choice boards fit into the class schedule? Build prior knowledge (before unit) Days or Enrichment Weeks When? End of Early Unit Finishers Flex Time/ Distance Learning Days 27

How do I begin with students? Encourage good Organize all choice-making by Introduce games materials at the starting with only a whole class. beginning of unit. few options. Spend the first few Transform existing days just observing Get to know your tasks (adjust students work students. numbers, open up) before trying to pull a small group. 28