Transcript Slide 1

Connecting Content, Standards,
and Teaching in Elementary
Mathematics (CCSTEM)
MSP Math Summer Institute
June 18-29, 2007
CCESA and NAU in Partnership with Coconino
County Teachers
On Teaching
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“Effective teaching may be the hardest
job there is.”
– William Glasser
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“Every truth has four corners: as a
teacher I give you one corner, and it is
for you to find the other three.”
– Confucius
NCLB Title II, Part B
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Improving Teacher Quality Grant Programs
(Title II) are a major component of the No
Child Left Behind legislation. NCLB programs
encourage scientifically-based professional
development as a means for improving
student academic performance.
Title II, Part B of NCLB authorizes a
Mathematics and Science Partnership (MSP)
competitive grant program.
MSP Grants
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The intent of this program is to increase
academic achievement of students in
mathematics and science by enhancing the
content knowledge and teaching skills of
classroom teachers.
Core partners in these grants must include
mathematics, science, and/or engineering
departments from institutions of higher
education (IHE), including community
colleges.
MSP Grant Research
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Each project must include an evaluation
and accountability system that
includes measurable objectives.
These measures should address the
impact of the activities on student
achievement and teacher performance.
Evaluation Measures
Pre/Post RTOP (Reformed Teaching
Observation Protocol)
 Pre/Post content knowledge test
 Pre/Post math teaching priorities scale
 Pre/Post Frayer model assessment of
key concepts (new use)
 Course evaluations: logistical & content
 Analysis of curriculum maps/unit/lesson
plans
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Professional Development
Professional development means instructional activities
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that:
Are based on scientifically-based research and state
academic content standards, professional teaching
standards, and assessment;
Improve and increase teachers’ content knowledge of
the academic subjects they teach;
Enable teachers to become highly qualified or
appropriately certified;
Are sustained, intensive, and classroom-focused in
order to have a positive and lasting impact on
classroom instruction and the teacher’s performance
in the classroom.
CCSTEM History
Sept. ’06 Needs assessment – disproportionate number
of respondents circled “not taught” for topics within
certain strands of the AZ math standards such as:
 analyzing mathematical situations using algebraic
representations
 analyzing change in a variable over time and in
various contexts
 describing and modeling functions and their
relationships
 describing spatial relationships using coordinate
geometry and other representational systems
 understand and apply vertex-edge graphs
Interpretation
Our perception, in looking at the data,
is not that these topics are not taught,
but that there is a misunderstanding of
how what happens in math lessons
reflects the language and content of the
standards.
 Given this perception we have designed
the content for the two weeks and the
follow-up days around these areas.
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Content
Pedagogy
Required integration of content and pedagogy
by the grant:
1. Learn the content
2. Reinforce the content learning
3. Consolidate the learning
4. Implement the content
MAT 599
CONTENT based on needs assessment.
 Summer ’07, 3 credits, graded course
 Summer Institute
– Number sense
– Algebra
– Measurement
– Integrated approach to content
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Fall follow-up days
– Discrete math, probability, and data analysis
ECI 593
Fall ’07, 2 credits, pass/fail
 Use Curriculum Topic Study (CTS) in support of
mathematics instruction.
 Apply CTS during academic year follow-up meetings
and observed lessons.
 Integrate RTOP and NCTM instructional strategies.
 Model research-based instructional strategies.
 Use research-based curriculum materials.
 Implement investigative mathematics.
Pedagogical Orientation
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Incorporates inquiry-based instruction –
representation, manipulation, validation
Involves 4 steps – launch, explore, share, summarize
Integrates opportunities for participants to
communicate their mathematical thinking orally and
in writing
Integrates opportunities for participants to make
conjectures, explain their ideas, question solutions,
and reflect on their learning
Assessment through reflective journaling, lessonoriented assessments, formative assessment probes,
artifact analysis, final exam
Pedagogical Orientation
(cont.)
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Uncovers assumptions and misconceptions
Encourages and accepts multiple approaches
to, and representations of, a problem
Collaborative approach to learning
Integrates learning back into grade-level and
school-level curriculum
Evaluates curriculum materials and resources
for representing particular ideas and concepts
Mathematical Inquiry
“Mathematics can be characterized as a cycle of
investigation that is intended to lead to the
development of valid mathematical ideas…It
is essential to keep in mind that
mathematical discovery is no more the result
of some rigid set of steps than is discovery in
science.”
Benchmarks for Science Literacy
Transparency
It is our intent to make explicit
connections between the topics and
lessons presented and the AZ math
standards.
 We also intend to be led by and name
the “big ideas,” identifying expected
adult content knowledge for each topic.
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Schedule/Logistics
Parking
 8:30-4:00 M – F; lunch 11:30-12:30
 Warm-up activities each day
 Stipend payment
 Snack schedule
 Need to schedule fall professional days
 Questions?
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Group Norms
I really like it when you…..
 Give each other credit
 Turn off cell phones
 Speak one at a time
 Do not discount yourself or your ideas
 Are on time
 Show respect for one another
 Give your full attention
 Do what you say you will do
 Additions??
Attention grabber????
To Ponder
How long would it take dump trucks to
cart away an isolated mountain, say
Japan’s 12,000-foot Mount Fuji, to
ground level? Assume dump trucks
come every fifteen minutes, twenty-four
hours a day, are instantaneously filled
with mountain dirt and rock, and leave
without getting in each other’s way.