Download - Math Foundational Services SHIFT 1: Focus
Math Foundational ServicesSHIFT 1: Focus
October 9, 2014Cindy Dollman & Joe Delinski
The PROE Center
Group Norms
• Be present.• Communicate with colleagues when appropriate.• Respect time frames.• Focus on the learning at hand.• Turn all cell phones to vibrate.
Multi-Tiered System of Support (MTSS/RtI)
Statewide System of Support
Priority
Focus
Foundational
Focus Areas:- Continuous
Improvement Process (Rising Star)
- Common Core ELA- Common Core Math- Teacher Evaluation- Balanced Assessment
Part I: Major Shifts
Focus Coherence
Rigor
Focus
Consider what is not said
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Math “needs to lose a few pounds” (p.3)
“Teach less, learn more”
“Cannot add “just one more thing”
Grade-level work begins during the first two to four weeks of instruction
Differentiation
Extensions
Coherence
Practice-content coherence
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Math should make sense
A progression of learning
Use supporting material to teach major work
Coherence supports focus
RigorBalance with equal intensity
– Conceptual understanding– Procedural skill and fluency– Application
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NEEDS ASSESSMENTS
• Grade- level• High school
– Traditional– Integrated
• Standards for Mathematical Practice
CCSSM Vocabulary
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Organization
Practice Standards
Content Standards
Domain
Cluster
Standards
Domain: Groups of related Standards and Clusters
Cluster: groups of related standards under a bolded heading
Standards: specific information students should know
www.achievethecore.org
Structure of the Standards
• Domains are large groups of related standards. Domains change from grade to grade to reflect the changing focus of each grade. Standards from different domains may sometimes be closely related.
• Clusters are groups of related standards. Each domain has 1 – 4 clusters. Standards from different clusters may sometimes be closely related.
• Standards define what students should understand and be able to do.
Domain
Cluster
Standard
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What’s on your plate?
As teachers, our plates are very full:
Select 1 grade level On your plate, list specific
math content, skills, and concepts you teach across the course of a year
Focus
Consider what is not said
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Math “needs to lose a few pounds” (p.3)
“Teach less, learn more”
“Cannot add “just one more thing”
Grade-level work begins during the first two to four weeks of instruction
Differentiation
Extensions
The PARCC assessments will focus strongly where the Standards focus
“Teach less, learn more”
70% or more on major work in 3-8
Focus allows for a variety of problem types to get at concept in multiple ways
Students will have more time to master concepts at a deeper level
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Grade Focus Areas in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding
K–2 Addition and subtraction - concepts, skills, and problem solving and place value
3–5 Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving
6 Ratios and proportional reasoning; early expressions and equations
7 Ratios and proportional reasoning; arithmetic of rational numbers
8 Linear algebra
Key Areas of Focus in Mathematics
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Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
Content Emphases by Cluster
Green – major
Blue – supporting
Yellow – additional
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Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
LET’S EXPLORE
Take time to look over the Content Emphasis for your grade level, in addition to
your grade cluster.
What’s on your plate?
Maybe it’s time to take something off our plates:
Review your plate Cross out content, skills,
concepts that are not a part of your grade level (major, supporting, additional)
Add content, skills, concepts that should be included in your grade level
Math Common Core Standards
What to Teach
=
Content Standards
How to Teach
=
Practice Standards
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HOW TO TEACHSTANDARDS FOR MATHEMATICAL PRACTICE
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.
STANDARDS FOR MATHEMATICAL PRACTICE
Each team will be assigned a mathematical practice standard.
• Read and highlight 12 keywords. (Looks like)
• Determine an action the teacher could take to include the standard for mathematical practice. (Feels like)
• Create a question that encourages use of the standard for mathematical practice (Sounds like)
ISBE Mathematics
29
ISBE Model Curriculum
Philosophy Basis - Shifts
Focus Coherence Rigor
Focus• Unit Map – Opening narrative provides focus of the unit • Lesson Plan – Carries out the purpose of the lesson• Segments of Lesson– Align with overall focus
Coherence• Scope and Sequence• Unit Map – Connections to Previous/Subsequent Learning• Assessment Plan - Pre-assessments for Prior Grade Standards)
Rigor• Unit Map – Transfer/Application through essential questions;
define conceptual understandings, and address procedural skills• Assessment Plan• Lesson Plan – Explanation of Rigor
Philosophy Basis
Structure
• Understanding By Design• Standards• Assessment• Instruction
PARCC
• Scope and Sequences• Item Formats• Evidence Tables• Sample Items
Components of the Unit Maps
• Opener: – Connections to Previous Learning– Focus of the Unit– Connections to Subsequent
Learning– Progression Citation
• Standards: – Color-coded based on Content
Emphases by Cluster
• Grade Level Expectations– Knowledge Targets– Skill Targets
• Highlighted Mathematical Practices– Described in the context of each
unit– Practices to be emphasized in each
unit indicated with *– Tied to Assessments and Instruction
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Additional Elements for Planning
Vocabulary
• Critical Terms to be mastered at this grade level
• Supplemental Terms to be reinforced from previous grades/courses or introduced to prepare students for future grades/courses
Assessments
• Pre-Assessments (Prior content knowledge)
• Formative Assessments• Summative Assessments (of the
Unit)• Self-Assessments
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Differentiation Elements
Student Growth for All
• Prerequisite Skills/Concepts• Advanced Skills/Concepts
English Language Learners
• Based on WIDA Standards• Tips for instruction and
assessment
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Lesson Components
• Multi-Day Content and Practice Standards
• Supporting Content Standards• Student-friendly learning targets• Purpose (focus)• Explanation of Rigor• Vocabulary• Evidence of Learning
• Time frame• Resources• Modalities Represented• Math Practice Look Fors• Differentiation• Potential Pitfalls• Independent Practice• Instructional Steps
Your Turn
• Select a unit map for your grade or course to read.• Consider:
– What confirms what you already knew?– What is new for you?– What questions occur to you as you read?
Additional Resources for Focus
• Illustrative Math• Achieve the Core
Next Steps… Planning
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Training Considerations
• Grade level groupings• Appropriate tasks• Timing of Trainings• Educator experience in the new standards (Content and
Practice)
Planning for Training
• Take some time to plan the structure of the training for your area.– How will participants be grouped? (Grade bands? Courses?)– How will time frames be organized?
Generating Questions
• How will I facilitate conversations around the scope and sequences?
• How will I facilitate conversations around the Unit Maps?
• How will I facilitate conversations around Assessment and Lesson resources?
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Cindy Dollman – [email protected] Delinski – [email protected]