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Discovery Education Common Core Academy: Making Common Sense Out of the Math Common Core January 23-24, 2013 Karen M. Beerer, Ed.D. Karen_beerer@discovery.com Slide 2 Karen M. Beerer, Ed.D. 28 years in public education: - classroom teacher - reading specialist - building principal - PD supervisor - curriculum director - assistant superintendent Johnna Weller, Ed.D. 20 years in education: -classroom teacher, general and special ed. -reading specialist -literacy coach -curriculum supervisor -graduate-level instructor -Consultant -assistant to the superintendent Amaal Awadalla -9 years as a middle school science teacher in both urban and suburban schools -Assistant Director of Curriculum at IU 20 Slide 3 Caiden Slide 4 The Good News Slide 5 Childrens books sales are up across the board, with increases ranging from 12% to 37% for paper books and 250% for childrens ebooks. Source: US eBook Sales Were Up in the First Half of 2012, October 15th, 2012 by Nate Hoffelder the New Leader, Leadership for 2030 Nate Hoffelder U.S. Math, Science Achievement Exceeds World Average Source: Ed Week, Published Online: December 11, 2012 Slide 6 According to a study released by the Pew Research Center, 60 percent of Americans survey surveyed in the age group 16 to 29 said they still visited the library. They use libraries to conduct research, borrow print, audio and electronic books and, in some cases, read magazines and newspapers. Source: Haughney, C., Young People Frequent Libraries, Study Finds, New York Times, October, 2012. U.S. fourth graders are definitely looking better. From 2006 to 2011, their math performance on TIMSS bumped up twelve points and now trails that of their counterparts in just seven other lands (in East Asia and Northern Ireland). Even more remarkable results come from PIRLS: Of the fifty-three systems participating, only four from abroad bested the U.S.s score (Hong Kong, Russia, Finland, and Singapore). Further, Singapore is the only foreign system to surpass us at the advanced level, where an impressive 17 percent of American fourth graders can be found. Source: Robelson, E., U.S. Math, Science Achievement Exceeds World Average, Education Week, December, 2012 And Some More Slide 7 You Knew It Was Coming: Total percentage of American adults who cant understand the labels on their prescriptions. 46% Community College students were shown a number line from -2 to 2 and asked to draw a line marking the approximate location of two numbers: -0.7 and 13/8. 21% Total percentage of U.S. adults who are unable to read an 8th grade level book. 50% U.S. adults able to pick out two items on a menu, add them, and calculate a tip. 42% Total percentage of adults that have not been in a book store in the past 5 years. 70% U.S. adults who could reliably calculate mortgage interest or those who could not calculate weekly salary when told an hourly pay rate. 20% Total percentage of books started that arent read to completion. 57% Source: Read Faster, Reading Stats, 2012 ; Richland, Stigler, & Holyoak, 2012); Department of Education's National Assessment of Adult Literacy Slide 8 Take A Look at What Students Are Reading What do you notice? Slide 9 Slide 10 Jobs That Will Boom In 2020 1.Data Crunching 2.Counseling and Therapy 3.Scientific Research 4.Computer Engineering 5.Veterinarians 6.Environmental and Conservation Science 7.Healthcare fields 8.Management 9.Finance 10.Entrepreneurship Source: Newman, R. 10 Businesses that Will Boom in 2020, U.S. News, September 2012 Slide 11 What Does Workplace Readiness Really Mean? Mr. Tony Iannelli President/CEO Lehigh Valley Chamber of Commerce Under Tonys leadership, the Chamber has now grown to nearly 5,000 members and is currently the largest in Pennsylvania and New Jersey, and the 9th largest Chamber in the United States. Recognized with the Latino Leadership Alliance Distinguished Service Award, The William Allen Distinguished Alumni Award, The Kids Peace Community Leader Award, the Muhlenberg College Entrepreneur Award, and the Lehigh Valley Human Relations Award. Received the Regional Entrepreneur of the Year Award. Host of Business Matters, the regions premier local business TV show, a fast paced, hot topics interview show which is broadcast by 69 WFMZ-TV. Slide 12 Discovery Educations ELA and Math Academy Learning Targets I CAN identify the content, format and structure of the ELA or Math CCSS. I CAN describe the essential classroom elements of instruction to ensure all students meet the CCSS. I CAN explain curriculum and assessment strategies to implement CCSS in my classroom, school or district. I CAN determine my next steps to implement CCSS successfully in my classroom, school, district and select useful resources to support me. Slide 13 Todays Agenda A Deeper Dive Into the Standards Looking at the Math Learning Progressions Break [10:15] Breaking Down the Instructional Shifts Lunch [12:00] - Provided Its All About Instruction: The Standards of Mathematical Practice Slide 14 Tomorrows Agenda Examining the Next Generation Assessments An Instructional Model Break [10:15] Continuing the Instructional Model Lunch [12:00] On Your Own Aligning Your Curriculum Developing Your CCSS Toolbox Slide 15 Show Dan Meyers video: http://www.youtube.com/watch?v=NWUFjb8w9Ps Slide 16 Key Word Sort: 1. Review the terms from the Standards. 1. Sort them into categories. 1. Within the terms, decide on those that are the labels for the categories. 2.One group of terms does not have a label you determine what it is. Slide 17 A Quick Trip Through the Math CCSS Find a partner. On the wiki, open your tour map to the Common Core Standards. With your partner, take a trip through the Math Standards and Appendices. When you finish, complete the ticket together on your table. Slide 18 Lessons Learned Slide 19 Re-Sort? Now that youve been through the Standardswould you change anything in your sort? And the missing label? Slide 20 Activity: Text Rendering: Find A New Partner. Read the Instructional Shifts for Math. Highlight a sentence, phrase and word that are meaningful to your understanding of the shifts. Share the meaningful sentences, phrases and words with your partner. Together, decide on one sentence, one phrase and one word that is the best way to highlight the shifts. Activity: Text Rendering: Find A New Partner. Read the Instructional Shifts for Math. Highlight a sentence, phrase and word that are meaningful to your understanding of the shifts. Share the meaningful sentences, phrases and words with your partner. Together, decide on one sentence, one phrase and one word that is the best way to highlight the shifts. The CCSS Shifts What Do They Mean for Us Slide 21 Shifts in Mathematical Practice Show Hunt Institute: http://www.youtube.com/watch?v=dnjbwJdcPjE&list=UUF0pa3nE3aZAfB MT8pqM5PA&index=5 Slide 22 Focus and Coherence: Learning Progressions Slide 23 Focus and Coherence: Learning Progressions/Trajectories What is a learning progression/trajectory? How would you explain learning progression to a colleague? Slide 24 Focus and Coherence: Learning Progressions Slide 25 Exploring the CCSS Main Domains: Use the activity record sheet to examine the domains for your grade level or a grade level of choice. Note for each domain at your grade level whether it is a beginning point, building point, or end point Record any insights you have about the big ideas for your grade level, based on the domains. Slide 26 Read the first three words of each of the practices to yourself what do you notice? Standards for Mathematical Practice These eight standards describe a variety of expertise that mathematics teachers at all levels need to develop in their students. 1.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.Moel 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. Slide 27 Unpacking the Standards for Mathematical Practice Standards for Mathematical Practice What is it? What will you see teachers and students doing? What isnt it? What practices are now obsolete? Provide an example: Slide 28 What important mathematical concepts would a student need to understand in order to be successful with this task? When engaged in this task, what would it look like for a student to demonstrate proficiency in the mathematical practice standards? Standards in Practice In Action Watch video: Collect evidence and respond with your Evidence/Interpretation Chart Slide 29 Standards in Practice In Action Watch video: Collect evidence and respond with your Evidence/Interpretation Chart What mathematical concepts are being addressed in this lesson? To what extent are individual students demonstrating proficiency with the Standards in Practice? What is your evidence? How do the instructional decisions support student learning? Slide 30 Debrief: Standards in Practice How will you use the standards for mathematical practice to inform your instruction and lesson planning? What do you anticipate to be challenges in supporting students in developing proficiency in these practice standards? What actions will you take to address and overcome these challenges? What questions remain for you about the mathematical practice standards? Slide 31 Instruction, Instruction, Instruction! Tool: Instructional Practice Evidence Guide I/We are ready to go and have this strongly in place! I/We have some aspects of this in place but we have more work to do. I/We havent started this yet and need to know more about it. ReflectionIn the Classroom? Slide 32 Confirmed vs. MythBuster VS.. Slide 33 Confirmed vs. MythBuster 1. The math CCSS only focus on skills, not content knowledge. 2.Key math topics are missing or appear in the wrong grade levels. 3. The math CCSS prescribe to teachers how to teach. 4. The Common Core State Standards require a lot of funding to implement. 5. The rigor and complexity of the math CCSS begins in Kindergarten and continues to accelerate through high school using an integrated approach. Slide 34 Starting with Clear Targets Slide 35 Reflection Slide 36 Wrap-Up I CAN identify the content, format and structure of the Math CCSS. I CAN describe the essential classroom elements of instruction to ensure all students meet the CCSS. I CAN explain curriculum and assessment strategies to implement CCSS in my classroom, school or district. I CAN determine my next steps to implement CCSS successfully in my classroom, school, district and select useful resources to support me.