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Introduction to Organizing in Math

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Introduction to Organizing in Math What is Organizing? Organizing is a strategy to detect and understand patterns of relevant information. Students identify ... – PowerPoint PPT presentation

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Title: Introduction to Organizing in Math


1
Introduction to Organizing in Math
2
What is Organizing?
  • Organizing is a strategy to detect and understand
    patterns of relevant information.
  • Students identify information they have and must
    gather to solve a problem.

3
Key Elements of Organizing
  • Students select a graphic organizer to help them
    arrange relevant information.
  • Examples of graphic organizers include
  • Graphs
  • Tables
  • Charts
  • Lists
  • Concept maps

4
How Does Organizing Help Students?
  • Supports them in more easily seeing patterns and
    learning mathematical concepts.
  • Guides their thinking about what they do and
    dont know about a problem.
  • Gives them ideas of ways to approach solving a
    problem.
  • Helps them maintain chunks of information in
    memory to use in problem solving. 

5
Discussion Questions 1
  1. How do you explain organizing to your students?
  2. How does organizing connect with the CCSS Math
    Practices?
  3. How can organizing help a struggling student get
    unstuck when working with a problem?

6
How Can I Support Students' Use of Organizing?
7
Use Evidence-based Instructional Practices
  • Provide Clear Explanations
  • Use Varied Examples, Materials, and Models
  • Provide Ongoing Formative Assessment

8
Differentiated Instruction
  • Plan instruction that considers students'
    readiness, learning needs, and interests.
  • Use a range of technology tools to
  • engage learners at varying levels
  • engage learners in multiple ways.
  • offer students options for demonstrating
    understanding and mastery

9
Teacher-Dependent Ways to Differentiate
  • By Content
  • Different levels of reading or resource
    materials, reading buddies, small group
    instruction, curriculum compacting, multi-level
    computer programs and Web Quests, audio
    materials, etc.
  • By Product
  • Activity choice boards, tiered activities,
    multi-level learning center tasks, similar
    readiness groups, choice in group work, varied
    journal prompts, mixed readiness groups with
    targeted roles for students, etc.
  • By Process
  • Tiered products, students choose mode of
    presentation to demonstrate learning, independent
    study, varied rubrics, mentorships,
    interest-based investigations

10
Student-Dependent Ways to Differentiate
  • By Readiness
  • Options in content, topic, or theme, options in
    the tools needed for production, options in
    methods for engagement
  • By Profile
  • Consideration of gender, culture, learning
    styles, strengths, and weaknesses
  • By Interests
  • Identification of background knowledge/gaps in
    learning, vary amount of direct instruction, and
    practice, pace of instruction, complexity of
    activities, and exploration of a topic

11
Discussion Questions 2
  1. In what ways do you differentiate instruction
    when you introduce organizing information to your
    students?
  2. What technology tools have you used to enhance
    instruction?
  3. What criteria do you use for selecting organizers
    to show your students?

12
Provide Clear Explanations Possible Strategies
  • Explain how organizing helps us find what we are
    looking for or see if something is missing.
  • Describe the purpose of each kind of organizer
    (list, table, graph, concept map, etc.).
  • Discuss with students the features that make each
    kind of organizer helpful.
  • With each organizer, give students time to think
    about how the information is organized.

13
Use Varied Examples, Materials, and Models
Possible Strategies
  • Share many examples of each kind of organizer
    with students.
  • Model how to use each organizer to solve
    problems.
  • Give students time to practice using a variety of
    organizers to solve different types of problems.
  • Have students who use different organizers share
    their strategies and reasons for using them.

14
Provide Ongoing Formative Assessment Possible
Strategies
  • Make sure students understand how to choose and
    use organizers before they start tackling
    problems.
  • Note any problems that students have in entering
    information into an organizer provide support.
  • Look for student misconceptions in the use of
    organizers re-teach use of organizers as needed.
  • Have students create and add to a portfolio of
    organizers they successfully use to solve
    problems.

15
Use Research-Based Strategies and Tools
  • To launch the lesson
  • During the learning task
  • As you bring closure to the lesson

16
Discussion Questions 3
  • What challenges do your struggling students face
    in using organizers?
  • What strategies do you use to help students
    overcome their challenges?
  • Which formative assessment strategies do you find
    most effective?

17
Disclaimer
  • Awarded through a cooperative agreement from the
    U.S. Department of education, Office of Special
    Education Programs (OSEP), Grant H327G090004-10,
    PowerUp What Works was developed by a team of
    experts in education, technology, differentiated
    instruction/UDL, and special education at the
    Center for Technology Implementation, operated by
    the American Institutes for Research (AIR) in
    collaboration with the Education Development
    Center, Inc. (EDC) and the Center for Applied
    Special Technology (CAST).
  • This document contains information from other
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    useful to the reader these materials are merely
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    Inclusion of this information does not constitute
    an endorsement by the U.S. Department of
    Education of any products or services offered or
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