curriculum/professional learning egusd secondary mathematics setting the stage for ccss 7-12 math...

Curriculum/Professional Learning

EGUSD Secondary MathematicsSetting the Stage for CCSS7-12 Math Pre-Service 2013-2014

Warm UpIn your table group analyze the given patterns.

Discuss the following questions:

•How did you start your analysis?•What tools did you use to assist you?•What conclusions did you come to?

NormsBe invested.

Collaborate with colleagues.

Avoid sidebar conversations.

Respect time limits on interactive activities.

Turn your cell phone to silent.

Support an environment that encourages risk taking.

Outcomes/Objectives

• Promoting/engaging in the Eight Standards for Mathematical Practices

• Using student engagement strategies

• Developing questioning strategies

• Defining the “Cycle of Formative Assessment”

• Probing questions:

• Student response frames:

I see the pattern __________ because ________

I know the graph is _________ because______

Let’s Play Password(a student engagement/vocabulary development activity)

Watch an ExamplePartner A Gives Clues:• Decomposition• Area• Perseverance

Sentence stems:This word means___________

If you are doing this you would be________

This is the opposite of _____________

This is the same as________________

Let’s Play Password(a student engagement/vocabulary development activity)

Partner A Gives Clues

• Integer• Conjecture• Fraction• Inverse• Graph

Sentence stems:

This word means___________

If you are doing this you would be________

This is the opposite of _____________

This is the same as_______________

Let’s Play Password(a student engagement/vocabulary development activity)

Partner B Gives Clues

• Reciprocal• Quadratic• Rate of change• Origin• Modeling

Sentence stems:

This word means___________

If you are doing this you would be________

This is the opposite of _____________

This is the same as_______________

Student Engagement/Vocabulary Development

Why did we use this strategy?• Establish partner A/B• Increase student interaction• Introduce academic language• Create a language rich classroom• Illustrate attending to precision (SMP 6)

Day 1: CCSS -M

• Overview of CCSS• Assessment• Instructional Shifts

A Look Back

Structural tenants of CCSS:• Focus:

A Look Back

Structural tenants of CCSS:

• Coherence:

A Look Back

Structural tenants of CCSS:• Focus, Coherence, RigorDefining rigor:• Conceptual understanding,

procedural fluency, Mathematical Modeling/Applications

Steve LeinwandThe Classroom Connection

• Provide multiple representations• Review deliberately• Value and celebrate alternative responses• Focus on number sense and estimation• Encourage a language rich classroom• Embed math in contexts• Use formative assessments• Plan deliberately and with detail

What did you say?

http://www.bing.com/videos/search?q=funny+videos+about+Common+Core&mid=F7B04747275FE765C1E7F7B04747275FE765C1E7&view=detail&FORM=VIRE5

Standards for Mathematical Practice1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the 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.

SMP Sort

With your A/B partner, open your envelope and match the question strips with the salmon colored Standards for Mathematical Practices (SMPs).

Check your matches

The Connection: Content to Mathematical Practice

The core is the Content Standards which we have examined.

The core is wrapped with the Eight Standards for Mathematical Practice.

EGUSD Instructional Focus2013-2014

1. Task you select2. Questions you ask3. Student engagement strategies we

employ

Content Standards Mathematical Practices

Integration of content standards & mathematical practices

Use of the SMPs

• Caffeine leaves the body at 20% per hour. A cup of coffee has 100mg of caffeine. John said it would take 5 hours for the caffeine to leave the body, and Sue said it would take about 13 hours.

• Explain how each person came to his/her conclusion. Which person do you agree with?

• Which SMPs did you employ to complete the task?

Break

Conjecture/Critique

• In this activity partner A will make a conjecture, while partner B will look for counterexamples and or incomplete/unclear statements or ideas and ask for clarification.

• Partner A will then restate their conjecture and this process will continue until both agree on a precise definition

• Reflect on your use of precision, conjecture, and critique

A Common Core Lesson

As you watch the video, listen for:• Why did she choose this task?• The types of questions she asks. • What SMPs do you see the students using?

https://www.teachingchannel.org/videos/conjecture-lesson-plan?fd=1

Debriefing

• Why did she choose this task?

• The types of questions she asks.

• What SMPs do you see the students using?

• What did she do for the group that didn’t get it and what did she do for the group that did?

What is formative assessment?Formative assessment is more than checking for

understanding. Students must do something with the feedback.

In the video we just watched, was formative assessment used?

Collect Information• Homework• Warm-ups• Observation• White boards• Ticket out the door• Blank stares• Questioning strategies• Quizzes & Tests

Cycle of formative assessment

Teacher Action• Analyze• Error analysis• Data trends

Feedback to Students Prompting, cueing, guiding, questioning,

re-teaching & reinforcing

Student Action• Must take action on

feedback• Error analysis• revise

An Interesting Study On FeedbackRuth Butler (page 108 Embedded Formative Assessment)

Group 1: Score only (Scores given from 40 to 99 )

Group 2: Comments only (i.e. Interesting idea, can you take it further)

Group 3: Scores & Comments

The next day

Students were given similar tasks and told they would be given the same sort of feedback.

Results:

Group 1: Those given only scores made no progress, and those who scored high wanted to continue doing similar work. Those who scored low did not.

The next dayStudents were given similar tasks and told they would be given

the same sort of feedback.Results:

Group 2: Students given only comments, scored on average 30% higher. (although they did not know this because they were not given scores)

All of these students indicated they wanted to continue doing similar tasks.

The next dayThe obvious question is: What happened to the students given both scores and

comments?

What do you think?

Group 3: Surprisingly the effect of giving both comments and a score was the same as giving scores alone!

Unintended Consequences

Instead of producing the “best effect” of both kinds of feedback, giving scores with comments, completely washed-out the beneficial effects of the comments!

Students who got high scores didn’t need to read the comments and those who got low scores didn’t want to.

Quotes from Embedded Formative Assessment

“It appears that the term formative assessment is now more often used to refer to a particular kind of assessment instrument than a process by which instruction might be improved.”

Page 3832

Quotes from Embedded Formative Assessment

“Trying to change students’ classroom experience through changes in curriculum is very difficult. A bad curriculum well taught is invariably a better experience for students than a good curriculum badly taught: pedagogy trumps curriculum”.

Page 13

33

Quotes from Embedded Formative Assessment

“…if we only test the students on the things we have taught them, they are of course, likely to do well, but so what? …The success criterion could then be whether the students can transfer what they learned.” Page 59

34

Quotes from Embedded Formative Assessment

“There are only two good reasons to ask questions in class: to cause thinking and to provide information for the teacher about what to do next.”

Page 7935

A Quote by Einstein

“Make things as simple as possible, but no simpler”

Lesson DesignTask, Questions, Engagement Strategy

• What is the task?• What question will we pose to students and in

what order?• What strategy will we employ to engage

students?• What will be most effective to get students

through the process to complete the task?• What assessments might we use?

• The books shown below can give your further insights into the topics we have discussed during the last two days of professional development

Continuing your personal & professional growth

Moving forward with CCSS implementation

• Focus on implementing the standards of mathematical practices

• Focus on instruction• Collaborate with your colleagues• Challenge yourself

Feedback to inform next steps…

Increasing our understanding of CCSS-M