2006 Texas Education Agency and Tarleton State University

Transcription

1 2006 Texas Education Agency and Copyright Notice: The materials to which this notice is affixed (Materials) are copyrighted as the property of the Texas Education Agency (TEA) and Tarleton State University and may not be reproduced without the express written permission of, except under the following conditions: 1. Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials for the districts and schools own educational use, without obtaining permission from. 2. Residents of the State of Texas may reproduce and use copies of the Materials for individual and personal use only without obtaining written permission from. 3. Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered, and unchanged in any way. Distribution beyond the professional development intent of the original grant is prohibited. 4. This copyright notice may not be removed. 5. No monetary charge can be made for reproduced materials or any document containing them; however, a reasonable charge to cover only the cost of reproduction and distribution may be charged. Private entities or persons located in Texas that are not Texas public school districts, Texas Education Service Centers, or Texas charter school or any entity, whether public or private, educational or non-educational, located outside the State of Texas, MUST obtain written approval from and will be required to enter into a license agreement that may involve payment of a licensing fee or royalty. For information contact: Pam Littleton Professor of Mathematics Box T-0470 Stephenville, TX littleton@tarleton.edu FAX Page i

2 The Mathematics TEKS Refinement (MTR) project was developed under the direction and assistance of the following: Project Director Pam Littleton K-5 Lead Writers Beth Riggs Kathy Horak Smith Writers Chuck Lackey Pam Littleton Adrian Lopez Ann May Paula Moeller Gayla Reid Susan Russell Chris Salter Cindy Sullivan Freddie Vasquez Editors Kay Teague Molly Weinburgh Advisory Committee Beverly Anderson Eduardo Cancino Dinah Chancellor George Christ Wilma Cook Kelly Cox Courtney Ellis RoseAnn Jackson Leslie Koske Stefani Kulhanek Esmeralda Perez-Gonzalez Patsy Rambo Tamara Ramsey Jannette Reyes Christine Robson Janie Schielack Faith Schwope Liz Scott Amy Shields Karen Spalding Mary Valamides Janet Vela Texas Christian University Comanche ISD Temple ISD Waco ISD New Deal ISD Temple ISD South Texas Rural Systemic Initiative Texas Christian University Region XVII ESC Hidalgo ISD Region X ESC Fort Worth ISD Region III ESC Region XX ESC Walnut Springs ISD Region XIV ESC Region IV ESC Texas A&M University - Corpus Christi Spring ISD Region XIII ESC Region I ESC Region II ESC Texas A&M University Grand Prairie ISD Region VII ESC Doctoral Student Texas Tech University Denton ISD Region XI ESC Region IV ESC Page ii

3 K-5 Schools Special thanks are given to the following schools for allowing us to collect examples of student work. Judith Miller Intermediate, Alief ISD New Deal Elementary, New Deal ISD Hook Elementary, Stephenville ISD Bethune Elementary, Temple ISD Meridith Dunbar Elementary, Temple ISD Hector P. Garcia Elementary, Temple ISD Three Way Elementary, Three Way ISD Sul Ross Elementary, Waco ISD Project Evaluation Evaluation services are provided by the West Texas Office of Evaluation and Research (WTER) at West Texas A&M University in Canyon, Texas. WTER Associates involved in the MTR evaluation include: Amy Andersen Jarvis Hampton Gary Kelley Judy Kelley Russell Lowery-Hart Jessica Mallard Jan Spears Page iii

4 Mathematics TEKS Refinement (MTR) Training of Trainers MTR Philosophy Teachers at all levels need to be aware of the state curriculum and the refinements that have occurred. Teachers need to be aware of the knowledge level of the students arriving in the classrooms. Teachers also need to understand how the knowledge the students acquire within the classroom will affect the students learning in the future. As life-long learners, it is important for teachers to increase their mathematical content knowledge. This includes knowledge regarding children s mathematical understandings and the teacher s conceptual knowledge of mathematical content. Assessment is an on-going process that provides teachers information about their students levels of learning in order to guide instructional practices. Teachers who understand the foundations of mathematics are able to identify student weaknesses and to provide necessary instruction to improve student understanding. Assessment strategies within the MTR training elicit deep levels of mathematical understanding and proficiency. MTR training is designed to balance intense thinking with hands-on experiences. Throughout MTR training, mathematical ideas will be presented using multiple representations (concrete, pictorial, tabular, verbal, and symbolic). The use of multiple representations helps both teachers and students understand mathematical relationships in different ways. The emphasis of MTR Training of Trainers (TOT) is on mathematics, not on learning about particular manipulative materials. However, such tools are used in a variety of ways throughout the training. MTR Overview The MTR TOT materials are designed to provide an overview of the refined K-5 Texas Essential Knowledge and Skills (TEKS), specific information to address the refinements regarding numerical fluency and measurement, and suggestions of how to use assessment to improve instruction. The materials are divided into four modules: Refinement in the Mathematics TEKS (Tabs 1-2), Numerical Fluency (Tabs 3-7), Measurement (Tabs 8-11), and Assessment (Tab 12). Within the MTR training, participants will investigate the refinements to the TEKS and consider implications on instruction. In addition, they will examine the refinements vertically to understand how instruction at each grade level impacts and complements other grades. Special attention will be given to the implementation of refined TEKS and the modifications that will need to take place to make sure all children receive instruction in the new concepts. Numerical fluency is a new concept to the TEKS. The entire TOT numerical fluency presentation was developed to be presented in a 9-hour session. The purpose of this professional development is to heighten participant awareness of the refinements that Page iv

5 have been made to the grades K-5 Mathematics TEKS. The organization of the module is based on starting with a problem that could possibly be given to fifth-graders and then to look back at what needs to be taught at each grade level to lay the foundation for the development of successful numerical fluency. Participants will focus on the patterns and relationships that exist within sets of number and among operations. The measurement module was developed to give participants the opportunity to explore what it really means to measure an attribute. The sequence of lessons will allow participants to investigate measurement concepts of volume, capacity, weight, and mass in a hands-on setting. Linear measurement and area are reviewed within the lessons as well. During the assessment module, participants will develop definitions for diagnostic, formative, and summative assessments to inform classroom instruction. Examples of student work will be shown to demonstrate various types of assessment. Realizing that trainers will often need to provide professional development for teachers from different grade level configurations, the MTR TOT materials have been developed to be easily adapted for sessions involving only K-2 teachers, only 3-5 teachers, or combined groups of K-5 teachers. In addition to teachers grade level, trainers should consider teachers experiences and their understanding of concepts addressed when making decisions on whether to include various activities in the training they deliver. Suggestions related to appropriate audience are included with each activity. These materials have been organized for trainings with only K-2 teachers. Versions of these materials are also available on this CD for providing K-5 and 3-5 trainings. The amount of time needed for K-2 trainings will vary depending on the choice of optional materials. A suggested schedule for delivering all the materials to a K-5 audience is: Day 1: TEKS Refinements Tabs 1-2 (3 hours) Assessment Tab 12 (3 hours) Day 2: Numerical Fluency Tabs 3-6 (6 hours) Day 3: Numerical Fluency Tabs 6-7 (3 hours) Measurement Tabs 8-9 (3 hours) Day 4: Measurement Tabs 9-11 (6 hours) Trainers should keep in mind that the activities in this training use a hands-on approach which facilitates learning for all students and is especially appropriate for ELL and other students with special needs. Building a strong conceptual foundation for mathematics is important for all students success. Page v

6 Some materials are not available within the tabs of the notebook, but they can be accessed by clicking on links provided in materials lists. Since the TOT materials are intended for use by trainers only, they should not be shared with individuals who have not completed the TOT and signed the MTR trainer agreement. The MTR writers have developed student lessons that address significant changes in the TEKS. These lessons should be shared only with teachers that have completed the MTR training. The student lessons can be accessed through links on this CD. Page vi