Pearl Ridge Elementary

Professional Development Plan

2015-2016

Classroom Teacher Rating - Effective

Of the eight Pearl Ridge Elementary Beliefs, my essential question addresses:
Teachers educate
in theZukevich
most inclusive environment withPosition
adequate support.
Name all students
Albertina
Inclusion Teacher, 3rd Grade
All teachers identified as enhanced, standard, and streamlined must develop a Professional Development
(PD) Plan and submit to the Principal for SY 2015-2016 by October 2, 2015. The PD plan should be a basis
for open dialogue throughout the year to identify and discuss best practices and supports.
I chose
this question because:
Stepping Stones and its other resources help to improve my practice in which it differentiates math concepts
and strategies to support my student strengths and needs.

My Plan is:
1. Consult professional literature and online videos.
2. Classroom Achievement Plan
Assessments
- Student binders measuring curriculum and student progress.
3. Delivering instruction with confidence.
4. Collaborating with co-teacher and 3rd grade level teachers during PLC.
5. Personal reflection of practice.

My essential question is:

If knowing math content and pedagogy equips teachers to provide better instruction in math, how can I use
Stepping Stones and other resources to improve my practice?

Pearl Ridge Elementary

Professional Development Plan

2015-2016

Classroom Teacher Rating - Effective

MID-YEAR REFLECTION (due December 4)
Name

Position

Date
Briefly describe the steps taken thus far.
-

Stepping Stones Module 3- Multiplication

CMS2 (video) Teaching the Doubling Strategy for Multiplication Number Facts
Handout, Teaching for Mastery of Multiplication
Website, https://learnzillion.com.
Instructional strategies from CMS2 Teaching the Doubling Strategy for Multiplication Number Facts were
used. This included the double, double dice activity and the highlighting of double, doubles on a
multiplication table.
Handout, Teaching for Mastery of Multiplication, the strategy on repeated addition (grouping and
partitioning) was used as a supplement for multiplication.
The website, https://learnzillion.com; the direct instructional video on multiplication facts twos and fours
was as a supplement for understanding and relating the double, double strategy.
Describe your student learning successes.
Student learning successes were challenging but overall, students were able to grasp the
concept of double, double, solve multiplication facts, and extend mental math skills
beyond multiplication facts of fours and twos.
Students enjoyed the double, double dice activity. The concept itself, double,
double, was challenging for students because it was a new concept. With the dice
activity, students worked in groups of 3 or 4 and within each group, students took turns
rolling a dice. With each dice roll, students double, double the number rolled. For
example, if a student rolled a 2, students would have to find the double, double of 2,
which is 8. They would find the double, double by shading in an array of 2x2 then
doubling that array, shading in another 2x2. By shading in the arrays, students could
see the concept of double, double. 2x2=4 2x4=8 The double, double of 2 is 8.
Students had to do a few roles before actually conceptualizing the concept itself and
getting it.

Pearl Ridge Elementary

Professional Development Plan

2015-2016

Classroom Teacher Rating - Effective

Students also enjoyed the strategy on repeated addition (grouping and partitioning).
Students were given counters and with the counters, students had to create an array
model of random multiplication facts. This helped students to conceptualize
multiplication facts as well. This activity was much easier for students to complete
compared to double, double dice activity.
The direct instructional video was useful for my SPED students. The video actually broke
down multiplication facts of fours and twos in a cartoon, which my SPED students could
easily grasp compared to the double, double activity.