Focus on 2014 Content: Math Mastery - GED Testing Service

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Conceptual Teaching What is conceptual teaching • Using schema to organize new knowledge • Developing units around concepts • Providing schema based on students’ prior knowledge • Teaching knowledge/skill/concept in context What it’s not! • Worksheets • Drill • Memorization of discrete facts © Copyright 2013 GED Testing Service LLC. All rights reserved. 40
Best Practices Review Instructional Element Curriculum Design Professional Development for Teachers Recommended Practices • Ensure mathematics curriculum is based on challenging content • Ensure curriculum is standards based • Clearly identify skills, concepts and knowledge to be mastered • Ensure that the mathematics curriculum is vertically and horizontally articulated • Provide professional development which focuses on: o Knowing/understandi ng standards o Using standards as a basis for instructional planning o Teaching using best practices o Multiple approaches to assessment • Develop/provide instructional support materials such as curriculum maps and pacing guides and provide math coaches Technology • Provide professional development on the use of instructional technology tools • Provide student access to a variety of technology tools • Integrate the use of technology across all mathematics curricula and courses Manipulatives • Use manipulatives to develop understanding of mathematical concepts • Use manipulatives to demonstrate word problems • Ensure use of manipulatives is aligned with underlying math concepts Instructional Strategies • <strong>Focus</strong> lessons on specific • concept/skills that are standards based • Differentiate instruction through flexible grouping, individualizing lessons, compacting, using tiered assignments, and varying question levels • Ensure that instructional activities are learner-centered and emphasize inquiry/problem-solvi ng • Use experience and prior knowledge as a basis for building new knowledge • Use cooperative learning strategies and make real life connections • Use scaffolding to make connections to concepts, procedures and understanding • Ask probing questions which require students to justify their responses • Emphasize the development of basic computational skills Assessment • Ensure assessment strategies are aligned with standards/concepts being taught • Evaluate both student progress/performance and teacher effectiveness • Utilize student self-monitoring techniques • Provide guided practice with feedback • Conduct error analyses of student work • Utilize both traditional and alternative assessment strategies • Ensure the inclusion of diagnostic, formative and summative strategies • Increase use of open-ended assessment techniques • Curriculum Design • Professional Development • Technology • Manipulatives • Instructional Strategies • Assessment © Copyright 2013 GED Testing Service LLC. All rights reserved. 41
Page 1 and 2: Focus on 2014 Cont
Page 3 and 4: The Magic of Algebra • Think of a
Page 5 and 6: Check Your Skills © Copyright 2013
Page 7 and 8: 2002 Series GED ® test 2014 GED ®
Page 9 and 10: What’s new in the Mathematical Re
Page 11 and 12: What’s not directly assessed on t
Page 13 and 14: Now - 2014 GED ® test © Copyright
Page 15 and 16: TI-30XS MultiView Calculator © Cop
Page 17 and 18: MATHEMATICAL PRACTICES © Copyright
Page 19 and 20: Problem Solving In Your Classroom W
Page 21 and 22: Value of Teaching with Problems •
Page 23 and 24: Let’s SOLVE a Math Problem Even A
Page 25 and 26: S = Study the problem What is the p
Page 27 and 28: L = Line Up a Plan • Select the o
Page 29 and 30: E = Examine the Results (Is it reas
Page 31 and 32: © Copyright 2013 GED Testing Servi
Page 33 and 34: What are the big ideas that I want
Page 35 and 36: Some Big Ideas in Algebra • Varia
Page 37 and 38: Time Out for a Video Break! © Copy
Page 39: Teaching Beyond the Facts “Trying
Page 43 and 44: “High achievement always occurs i
Page 45 and 46: Note: This presentation may be used

Focus on 2014 Content: Math Mastery - GED Testing Service

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