Transcript Common Core State Standards Math

Common Core State
Standards: From
Standards to Practice
WA-ACTE Summer Conference-Yakima, WA
Presented by
Dr. Karen Bergh
Dr. Vivian Baglien
Sarah Mc Coy, MS
August 5, 2014
Common Core State Standards
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Adopted by 47 states (Washington State in 2011)
Provide:
**Consistent learning expectations for all students.
**Clear standards that focus on understanding over
memorization.
**Emphasis on the critical topics students need to succeed after
high school.
**Faster testing results, more focused online testing system
Washington plans to be fully implemented by 2014-15 school year
and student achievement will be measured by a new assessment
system. https://www.k12.wa.us/corestandards/
Where are you in the
planning and
implementation
process?
The Standards- What they do and
do not do:
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Do define what all students are expected to know and be able
to do, do not define how teachers teach.
Do focus on what is most essential, do not describe all that can
or should be taught .
Do recognize the literacy components that are critical to
college readiness, do not define the whole of readiness..
Do set grade specific standards, do not define the intervention.
Do not define the full range of supports for special needs.
Do not define the nature of advanced work for those who meet
the standards prior to graduation
Common Core Standards for English
Language Arts/Literacy
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Is an integrated model of literacy
The standards proposes that responsibility for students’ literacy development
(reading, writing, speaking, listening, and language) is shared within the school
College and Career Readiness:
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Demonstrate independence
Build strong content knowledge
Comprehend as well as critique
Value evidence
Respond to the varying demands of audience, task, purpose, and discipline
Use technology and digital media strategically and capably
Come to understand other perspectives and cultures
Common Core State Standards:
Three changes in English Language
Arts/Literacy:
• I. Building knowledge through content rich nonfiction.
• II. Reading, writing, and speaking grounded in evidence from
text both literary and informational.
• III. Regular practice with complex text and its academic
• language.
Common Core State Standards- Math
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Make sense of problems and persevere in solving them
Reason Abstractly and quantitatively
Construct viable arguments and critique the reasoning of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated reasoning
Common Core State Standards:
Three Changes in Math
• I. Focus strongly where the Standards focus
• II. Coherence: thinking across grades, and linking to
major topics within grades.
• III. Rigor: in major topics pursue: conceptual
understanding, procedural skill and fluency, and
application with equal intensity.
What does this mean?
Sciences, Technology, Engineering,
and Mathematics
(STEM)
How do you see STEM layering with Common Core, 21st
Century Skills, technical knowledge and skills, and core
academic knowledge?
Instruction Changes
• How will we approach teaching?
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Teaching changes from giving students the answer to
having students apply knowledge to real world situations.
Students must find the answer and explain
Shift from content knowledge from teacher to content
knowledge from a balance of reading, writing, lecture, and
hands on experience.
We will now think
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Lessons planned around multiple standards, integrating
reading, writing, speaking/listening, and language.
• Interdisciplinary
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Pair up with other disciplines to create a unit
Cross-curricular conversations among teachers and between
them.
7 ways the Common Core State
Standards will change your
classroom
• Depth not width--• Nonfiction, not fiction
• Evidence is required
• Speaking and listening
• Technology is part of most/all standards
• 21st century skills are emphasized across subject area
• An increase in rigor
How will this look in our
content area?
Standards into
Practice: Some
Examples &
Applications
Presented by Dr. Vivian G. Baglien, Instructor Auburn
Mountainview High School
Putting Your Frameworks to Work
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Established frameworks should be the foundation of your teaching
Instead of parking the document on the back shelf, use it !
Combine the frameworks with technology and you have a recipe for
student understanding and success.
Begin with a Standard
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The lesson is based on grade-level standards, is meaningful and
relevant
It is beyond the task at hand (e.g., relates to a
broader purpose or context such
as problem-solving, citizenship, etc.), and
helps students learn and apply
It contains transferable knowledge and skills.
Standards into Practice
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National Standard- example
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Parenting : Evaluate the effects of parenting roles and
responsibilities on strengthening the well being of individuals
and families.
What is the competency or content standard desired in the
outcome behavior or learning target?
Next develop the outcome or learning target.
Learning Targets
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Learning targets are easier than you think!
What do want your students to learn?
Refer to your framework either those done in your district, OSPI or
Natefacs website.
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http://www.k12.wa.us/CareerTechEd/clusters/default.aspx
Learning targets are those power standards identified by Family
and Consumer Sciences National Standards and Competencies http://www.natefacs.org/nationalstandards.htm
Example from Baby Unit, Independent
Living
• Power Standards: PS 1: FCS 1..1 Analyze strategies to
manage multiple roles and responsibilities (individual,
family, career, community, and global)
• Learning Target or Outcome- Analyze roles and
responsibilities of parenting
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Teaching application-Students will research and analyze the
costs of raising a baby for one year in a group project.
Student Project on the
Costs of Raising a Child
The Cost of Raising a Child From Birth to
One Year.
Medical/ Doctor Costs
Students 1
2
Doctor- For the mother: The mother should see a doctor as soon as she suspects
that she is pregnant. Usually this is apparent at 2 months. The period of time
you are pregnant is called pre-natal. There after she will see the doctor once a
month until the 8th month. From the 8th month on she will see the doctor
weekly. She will also see the doctor 6 weeks after the baby is born. The period
of time after the baby is born is called post-natal.
1. Doctor
First Exam Fee
$
Prenatal Exams
$
X (Total
Visits)=
$
6th week Visit
$
Weekly Visits last month$
X 4=$
Total
$
2. Delivery Costs
Investigate the costs below and choose the one that best fits your needs.
A.
Hospital #1 $
24 hour stay $
2-3 day stay $
C-section
B.
Midwife/PA $
Midwife/PA $
Hospital #1 $
24 hour stay $
2-3 day stay $
C-section $
$
Total
$
(Your Selection)
The average child makes a well baby visit at 6 weeks and will probably see the
doctor for illnesses averaging 4 times a year.
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Clinic/Doctor visitation fee for baby
Initial fee
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Example from Baby UnitIndependent Living
Learning Target: Students will research and analyze the costs of raising a baby for one year in a group
project.
The Cost of Raising a Child From
Birth to One Year
Directions: You will develop a brochure or power point that will cover one of the assigned topics. This is
done individually, even though others are working on the same topic. Create a colorful, informative and
accurate brochure or info-graphic that would outline and describe the costs of raising a child for one year in
your area.
Common CORE Standards:
SL1 Initiate and participate effectively in a range of
collaborative discussions (one-on- one, in groups, and
teacher-led) with diverse partners on grades 11–12
topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively
ET1.1.1Generate ideas and create original works for
personal and group expression using a variety of digital
tools-
Power Standards: PS 1: FCS 1..1 Analyze strategies to
manage multiple roles and responsibilities (individual,
family, career, community, and global)
STEMTechnology- Use a variety of technology and online
tools to gather information, analyze, prowess and
present information.
Math-M1.5.C Make valid inferences
and draw conclusions based on data.
Example: Lessons linking Common
Core and 21st Century Leadership
Skills
• Sarah Mc Coy
Teacher Resources for Common Core and STEM(Science,
Technology, Engineering, and Math)
http://www.auburn.wednet.edu/Page/13710
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Colorado STEM Academy https://www.facebook.com/pages/Colorado-STEM-Academy/156575231168791
A national database of women in science, technology, engineering and mathematics (STEM) http://www.fabfems.org/about
Learning Zone Express http://melaniescorner.com/category/facs-resources/
Ohio FCS Standards with Common Core http://education.ohio.gov/Topics/Career-Tech/Family-and-Consumer-Sciences
Utah FCS http://www.schools.utah.gov/cte/facs_grids.html
Comprehensive paper on how clothing courses align to STEM Concepts
Wisconsin FCS- section 5 http://cte.dpi.wi.gov/cte_facsstandards
Texas - Science, Technology, Engineering and Mathematics (T-STEM) http://www.depts.ttu.edu/tstem/
Local news report from Bismarck, North Dakota on the success of teaching STEM concepts in FACS curriculum.
http://bismarcktribune.com/news/local/standing-rock-teachers-learn-how-to-incorporate-stem-in-the/article_d86db2be-9760-11e091b6-001cc4c03286.html
Content area resources http://www.fcseducation.org/
STEM sources that support education http://edutopia.org/groups/science-technology-engineering-mathematics
Wisconsin FCS Standards http://cte.dpi.wi.gov/cte_facsstandards.
STEM concepts as they relate to teaching content by area and grade level.
http://www.exemplars.com/resources/alignments/alignments-search
Washington State STEM beginnings and Common CORE http://www.washingtonstem.org/About/Board#.U9gckd7n_IU
NEA comprehensive tools, lessons and STEM resources http://www.nea.org/tools/lessons/stem-resources.html.
Contacts:
Dr. Vivian Baglien- [email protected]
Web Site- http://www.auburn.wednet.edu/Page/13710
Dr. Karen Bergh- [email protected]
Sarah McCoy, MS- [email protected]