Designing Math Instruction with Virtual Manipulatives Summer 2020 - - PowerPoint PPT Presentation

Designing Math Instruction with Virtual Manipulatives

Summer 2020 | Tanaga Rodgers

7/27/2020 4

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Builds 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.

OSSE and the Division of Teaching & Learning

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High-leverage practices will be called out in yellow boxes throughout the session.

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

Instructional High Leverage Practices

OSSE High Leverage Practices for Inclusive Classrooms Resource Page

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• 1. Select, evaluate and integrate virtual manipulatives that

align with math content and practice standards

• 2. Use instructional strategies and distinct features of

virtual manipulatives to build understanding with abstract math concepts

• 3. Design math tasks with virtual manipulatives that

support students’ engagement with the mathematical practices

OSSE does not endorse these platforms, but is sharing them for information and resources.

Outcomes

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Agreements

• Choose to be present

and engaged

• Share your

experience and ideas

• Assume positive

intent as others share

• Be solution-minded

Norms

Online Engagement

• Please use video when

speaking

• Participate in chats and

polls

• Keep mic on mute unless

speaking to the group

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 Name, grade level/math course you teach  Choose one sentence frame to complete. The technology I could not teach without is____ because... Virtual manipulatives interest me because...

Building Community

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Agenda & Materials

Understanding Virtual Manipulatives Classroom Example Break Planning Closing & Evaluation

Understanding Virtual Manipulatives

• Dynamic
• Duplication
• Creation
• Multiple representations
• Sharing features
• Scaffolding

Unique Features

Moyer, P. Bolyard, J., and Spikell, M. (2002). What are virtual manipulatives? Teaching Children Mathematics, 8(6), 372-377. Roschelle, J. (2018, October 30). Dynamic Representations in Mathematics Learning Part 1: It's About Time. 3-Star Learning Experiences. https://3starlearningexperiences.wordpress.com/2018/10/30/dynamic-representations-in-mathematics-learning-part-1-its-about-time/

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• Choose a virtual manipulative to explore from the choice board below.
• As you explore the tool, consider which unique features are present.
• Be prepared to share your example within the context of your tool.

Virtual Manipulative Choice Board

Virtual Manipulative Choice Board can be found here

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Match & Share

Dynamic Duplicate Creation Multiple Representations Sharing Scaffolds

Classroom Example

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Standard & Learning Goals ENGAGE Free play and discussion of discussion of how the manipulative works.. EXPLORE Students work with manipulative to complete a task with open-ended questions. EXPLAIN Whole-class discussion about the task and learning goals. Test predictions, highlight key ideas, make connections and generalizations. ELABORATE Opportunity to practice or apply discoveries and ideas from exploration. Make connections to drawing or representations. EVALUATE Exit ticket to check for individual understanding

Lesson Plan

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Grade 2 Exploration Task with Virtual Manipulative

Content & Practice Standards: 2.OA.1Add Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. MP2: Reason abstractly and quantitatively.MP2: Reason abstractly and quantitatively. Learning Goals:

• Represent word problems using drawings.
• Explain why an operation is needed to

solve a problem.

• Write an equation to solve a word

problem.

Link to Sample Lesson Plan & Student Activity: https://docs.google.com/document/d/1Q3zCx44bv4Zpn-dgzQrXb_BuZC03hQHUv_9CsASaBQ0/copy

• 1. Read the lesson plan to get an overview of what the

teacher is doing.

• 2. Learn how to use number frame tool (come back to

WebEx).

• 3. Complete the student activity to get perspective of what

students will do.

• 4. When finished, come back to WebEx meeting and raise

your hand.

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• 3. Read the student activity to get perspective of

what students will do. Create a possible solution using the number frame tool!

• 4. When finished, come back to WebEx meeting

and share your work by putting the share code in chat box. How to Use Number Frame Tool

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Put your share code in chat. Be prepared to share what resonated with you while you did the task. Some questions you might answer:

• What features of the tool might be beneficial to students?
• What features of the task lend themselves for rich mathematical

discussion?

• What challenges might you encounter? What might be some

resolutions?

Reflection

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Reason abstractly and quantitatively.

Wichita Public Schools - Mathematics Department. (2016, June 29). Putting the Math Practices into Practice. Achieve the Core Aligned. https://achievethecore.org/aligned/putting-the-math-practices-into-practice/

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Day 1 Day 2 Day 3 Day 4 Day 5

Share an intro video with students and encourage free play. Asynchronous

• nline

Share task with students using email, share link or learning management system. Asynchronous

• nline

Students work on task and share work using email, share link or learning management system. Answer student questions via

• ffice hours.

Asynchronous/synchronous

• nline or In-person

Select & sequence student work for debrief during class meeting. Synchronous

• nline or in-person

How might I use virtual manipulatives in a variety of settings?

Adapted with permission from “See It, Move It, Grasp It: Math with Virtual Manipulatives” by Chrissy Newell @MrsNewell22

Break

Planning

Current Research

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Select specific, measurable learning goals centered around conceptual foundations.

How guidance affects student engagement with an interactive simulation, J. M. Chamberlain, K. Lancaster, R. Parson, & K. K. Perkins. Chemistry Education Research and Practice. 15 p. 628-638, 2014. Roschelle, J. (2018, November 6). Dynamic Representations in Mathematics Learning Part 2: It's About Time. 3-Star Learning Experiences. https://3starlearningexperiences.wordpress.com/2018/11/06/dynamic-representations-in-mathematics-learning-part-2-its-about-time/

Learning Goal: Explain the meaning

• f slope. Understand that slope is a

constant rate of change. Learning Goal: Identify parts of a linear equation. Change the slope three times, each time making the football player run faster than before. Then without touching the computer, explain to your neighbor how you could make three more. Set the slope of the graph to 1 4 x +1. Then copy the graph from the computer below. Label the slope and y-intercept.

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Guided-inquiry with tables and prompts

PhET Interactive Simulations. (2012, August 2). PhET Simulation Activities for Elementary and Middle School: Activity Sheet Design Guidelines Guidelines. PhET Simulations. https://phet.colorado.edu/files/guides/TeacherGuide_ActivityDesign_en.pdf

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Encourage students to communicate their ideas and reasoning to each other.

Question A Find at least 6 fractions equivalent to

1

• 2. Using pictures and words to tell

why two of your fractions are equivalent to

1 2 .

Then explain to a partner how you might find other fractions equivalent to one-half. Question B Build the 6 fractions below with the virtual manipulative. Then, tell whether they are equivalent to

1 2.

3 6 1 4 2 4 6 12 4 8 3 4

Roschelle, J. (2018, November 6). Dynamic Representations in Mathematics Learning Part 2: It's About Time. 3-Star Learning Experiences. https://3starlearningexperiences.wordpress.com/2018/11/06/dynamic-representations-in-mathematics-learning-part-2-its-about-time/

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Intro Video

▪ Create with Screencastify or Explain Everything ▪ Share a pre-made video

▪ Using the Math Learning Center Clock

Try It! Checklist

Show 1 geared clock on screen. Label the hands on the clock. Move the hour and minute hand.

How To Guide (Math Learning Center, NCTM, PhET)

Introducing the Manipulative

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Planning

Identify standard(s) and specific, measurable learning goals. Choose a manipulative. Create or modify a template that meets the standard or learning goal. Plan to ask questions that build the mathematical practices.

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Identify standard and learning goals.

• Content that is difficult to teach
• Content that is difficult for students to learn
• Essential content (focus documents in planning folder)

Step 1: Identify standard and specific, measurable learning goals.

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Use the Mathematical Practices Questioning Guide

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Critique the arguments and reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

Step 1: Identify standard and specific, measurable learning goals.

How will students interact with the content?

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Step 2: Choose a manipulative. Explore on your own.

Websites

▪ Math Learning Center ▪ NCTM Illuminations ▪ PhET Simulations

Questions to Consider ▪ How will students use the tool to meet the standard and learning goals? ▪ Which mathematical practices could this tool develop?

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What tool did you find and what standard does it support? What feature of the tool might be useful for your students and why? If you weren’t able to find a tool, share in chat what you’re looking for. We can help each other!

Sharing

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Step 3: Create a task.

Modify or add-on to an existing

• task. (PhET)

Create a table or question that students might explore.

Resources

• MP Implementation Guide (teacher questioning ideas)
• Table Templates (task ideas)
• Teacher-created tasks on PhET

You can find table templates and MP implementation guide here.

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Step 4: Develop teacher questioning.

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Try it scared!

Closing

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Consider the new learning today, what do you want to remember? What will be your next step? Think Minute & Quiet Write

Receive two Professional Learning Units for attending and completing survey. Want to try this out in your classroom? Earn additional PLUs! ▪ Personal Reflection + Documentation of Implementation ▪ 3-4 samples of student work (PPE) or ▪ 2-5 minute video or pictures of students working on task

Professional Learning Unit (PLU)

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Visit Octo Training Evaluation (link in chat) After survey is completed, I will email professional learning units.

Evaluation

Designing Math Instruction with Virtual Manipulatives This will auto populate once training is selected.

Technical Assistance is available

Tanaga.Rodgers@dc.gov

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Tanaga Rodgers Mathematics Speciaist

Tanaga.Rodgers@dc.gov

301-437-4704