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$Grade 5 Math Instructional Materials 2009 - RPDP$

Vol. 4 No. 3 Shop TALK • Listen and Learn • Administrator Highlights Contents • Meeting the Challenges of Improving Student Achievement in Rural Schools • Age of InfoWhelm • Rural Technology Use • Teacher Highlights - Technology/Elementary Literacy • Enhancing Student Learning • The Self-Assessment Process • Teacher Highlights - Secondary Literacy/Elementary Math • More Than Just Multiple Choice! • Teacher Highlights - Secondary Math • Technology’s Influence on Formative Assessment • Teacher Highlights - Secondary Science/ Elementary Science • Formative Assessment in Elementary Science • Getting Students to Think Scientifically: Concept Mapping and Interactive Notebooks Cover Photo Credit: Jeff Bostic <strong>RPDP</strong> Staff Director Bill Hanlon Staff Ahern, Cindy Chalmers, Inga Costantino, Stephanie Finney, Ruby Leon, Maria Kessler, Mark Lombardi, Doug Smith, Chelli Trainers Administrative DeFrancesco, Sue Hardy, Rick Hicks, Pam Salazar, Pam Elementary Literacy Cannon, Shanalee Kinnaird, Kathryn (Consultant) Lee, Holly Leday, Hattie Mattson, Elizabeth Sibley, Adine Technology Krieger, Glenn Mathews, Frank Mills, Brandy Kindergarten Markovic, Robyn Elementary Math Dees, Kathy Hood-Ratliff, Stephanie Pearson, Brenda Peterson, Jackie Richards, Darla Ryerson, Kristian Elementary Science Behuniak, Anna Maria Bloom, Lois Davis, Sandy Hepworth, Dorothea Meyer, Rebecca Secondary Literacy Lasley, Saralyn Raymer, Amy Richards, Rosanne Secondary Math Arizmendez, Sara Arquette,Cassandra Barnson, Cheryl Hunter, Ricardo Lawrence, Deborah Long, Carol Ortiz, Cindy Spendlove, Karl Secondary Science Bostic, Jeff Ebert, Ellen Marconi, Elizabeth Sibley, Bret
Listen and Learn by Sue DeFrancesco School improvement, student achievement and individual student progress are tracked using various data sources derived from norm referenced, criterion referenced, intervention program, districtbased,or classroom-based assessments. From this composite of indicators, teachers frame their instruction. However, other indicators not reported numerically are often overlooked. What can students tell us about their own learning and their areas of confidence or sense of struggle with content, processes, or skills? Our yearly check-up with our physician is preceded by lab work and assessment of our vital signs – blood pressure, heart beat, breathing sounds. However, the most important part of our doctor’s office visit is our opportunity to tell our physician how we feel, what symptoms we may be experiencing and discuss options for treatment as well as for maintaining and improving our quality of health. Pursuing students’ reflections on their learning, considering those responses to target their needs by providing activities, review, assessments and learning opportunities in our instruction validates students as partners in learning with us. Learning may then be perceived as not something “done to them” but rather it is a process “done with them” recognizing their voices, perceptions and ideas. Components of an Effective Lesson The first three Components of an Effective Lesson – Introduction, Daily Review, and Daily Objective- present wonderful opportunities to ask students about not only what they are learning, but how they are learning. For example, in the introduction to a new concept students will be studying, asking students about their connections, associations or experiences related to that concept will give them a sense of confidence at the outset. Once concept and skill development is underway, revisiting the references students shared in that introductory part of the lesson validates their contributions linking background knowledge to the new information and concepts in the lesson. In the text, Building Background Knowledge (2004) Robert Marzano writes, “…the research literature supports one compelling fact: what students already know about the content is one of the strongest indicators of how well they will learn new information relative to the content” (p. 1). From the “picture walks” utilized by primary teachers when introducing a book to a secondary math teacher introducing sports team statistics to draw inferences and make predictions about future performance, establishing connections with students’ understandings is essential. Asking students how they processed information, how they can demonstrate their understanding and how they would like to learn new material helps students understand their learning preferences and master concepts. Daily Review can also allow students to communicate what questions or “fuzziness” they might still be experiencing.
Page 1: Shop TALK Vol. 4 No. 3 Getting Stud
Page 5 and 6: Administrator Highlights Kenneth Wr
Page 7 and 8: “…we live in the Age of InfoWhe
Page 9 and 10: Beatty Elementary School Rural Tech
Page 11 and 12: Locally, I have used the digital vi
Page 13 and 14: “We want to be thermostats, not t
Page 15 and 16: What Students Need to Know and Do W
Page 17 and 18: what they have written to the expec
Page 19 and 20: More Than Just Multiple Choice! by
Page 21 and 22: Technology’s Influence on Formati
Page 23 and 24: Formative Assessment in Elementary
Page 25 and 26: Getting Students to Think Scientifi
Page 27: Professional Development Secondary

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