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A New Profile of a Math Course

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Brian Gervase

on 9 May 2014

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Transcript of A New Profile of a Math Course

A Perfect Balance
Daily Activity
Course Appropriate Modifications
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No 'low tier' classes. All regular track courses differentiated to accommodate multiple learner paces. All summative projects assigned on a 'per student' basis.
Top tier classes can use traditional flipped method running a much more in sync class if desired. Portfolio assessments more in depth.
'Honors' service requirement to peer assist in regular track classrooms built into math department structure.
Core Curriculum
Programming Component
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Mathematica across our math and science curriculum
| School |

Core Curriculum
| State Standards

Programming MUST be a component of a new math program.
It is an absolute mission critical skill going forward for our students!
Shared Effort & Results
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From Math 1 thru Calculus the concepts, strategies and usage of programming will be integrated throughout.

Teachers will require support for this!

Profile of a Math Course
3-5 teachers can collectively build a course greater than any one of them.

They can then share that course in their own personal way with all of our students.

What do we NEED our students to know?
What do STUDENTS want to show US about math?
Portfolio Work
Media Instruction
Quick Quiz
Practice / Lab
Standards Based Samples
Formative Mastery Assessments
Student / Teacher Dialogue
A proper LMS can cover all of this!
student choice
small peer group?
programming component
inquiry based approach
draft / edit / revise (perseverance)
7-8-9 Mastery Rubric
Summative Portfolio
Summative Portfolio
'Final Exam'
Travels with student from teacher to teacher
Rubric stretches student to 'choose' A thru C grade
Eternal source of exemplar student work
Core Curriculum is
Mastery based
Must Complete
LMS manages

Portfolio work is
Appropriate rubrics
can differentiate student work (A thru C)
do not accept
work that does not meet minimum standards
Students MUST
complete project
for credit
Whole Classroom: 5%

1 on 1: 5%

Peer work: 40%

Self: 50%

What do we NEED students to know about math?
What do students want to tell US about math?
A Blended Learning Approach
This makes working with kids fun!
Full transcript