Friday, May 9, 2014

Professionalism through the End.

You have now completed Principles to Actions:  An Urgent Agenda for School Mathematics.  How are we doing?  

Please don't hold back - honesty is the best policy.

Monday, May 5, 2014

Assessment: Pages 92-100

As everyone is well aware, we do plenty of assessment, but do we do it well?  I am going to leave this one very open for opinions simply because we have worked a lot on assessments.

     - Do they drive our instruction?
     - Are they aligned to our goals?
     - Do we take the time to properly analyze what they are telling us?

Sunday, April 27, 2014

Tools and Technology

The ever demanding question of when calculators should be used and at which level (include the graphing calculator in these thoughts).  This question, among several others is discussed in this chapter.

What are your thoughts?

Monday, April 21, 2014

Principles to Action: Curriculum (pages 72-80)

Curriculum is our backbone to quality teaching.  Without a strong curriculum we are teaching without a clear direction or focus.  

What is our version of curriculum?  Where are we at on the line between "book curriculum" and "created curriculum?"  Where should we be?  Is there a distinction between our textbook and our curriculum?  We have new books in Algebra 2 and are planning on it in grades 6-8.  Are we doing it correctly?  Are we using the books as a resource - or are they the curriculum?

Vertical and horizontal we know what the our grades/courses are teaching?

Please vote on the poll at the right after reading and considering this chapter.

Friday, April 11, 2014

Learning (Pages 61-71)

The 3rd section is all about student learning.  Early in the section is mentions 5 types of learning.  These are listed at the right in the poll question.  Take a moment and rate how we are doing in DCE in regards to each type of learning.

  • Which type of learning do we excel at?  Which type are our students struggling in?
  • What are your thoughts in regards to "baseless rules" as mentioned on page 62, line 21.  
    • These are our individual tricks that often times don't carry through from one teacher to another.
  • "...given the perception that most students will not be able to think mathematically, there is little point in providing them more challenging tasks..."
    • What are the ramifications of this statement?
  • How are we doing on the unproductive vs. productive beliefs?  What are your thoughts on them?
  • Other thoughts?

Monday, April 7, 2014

Principles to Actions: Teaching

An excellent mathematics program requires impactful teaching that engages students both individually and collectively in challenging mathematical tasks that promote their ability to make sense of mathematics and reason mathematically.

  • How do you see productive struggle?  What is it?
  • How are lessons best developed - task leading to the skill or the skill leading to the task?
What are your thoughts on the unproductive vs. productive beliefs on page 23?

This is a vital chapter for us.  How are we doing?  What can we do better?  What are your thoughts?

Wednesday, March 19, 2014

Principles to Action: Intro - Equity and Access (Pages 1-21)

Do we have the right direction?

Have our discussions and focus in the department been on the right track according to NCTM?

What else do we need to consider as we move forward?