Transcript Slide 1

EGUSD Secondary Mathematics
Setting the Stage for CCSS
7-12 Math Pre-Service 2013-2014
Curriculum/Professional Learning
Warm Up
In 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?
Norms
Be 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 Example
Partner A Gives Clues:
• Decomposition
• Area
Sentence stems:
This word means___________
• Perseverance
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
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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
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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, Rigor
Defining rigor:
• Conceptual understanding, procedural
fluency, Mathematical
Modeling/Applications
Steve Leinwand
The Classroom Connection
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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+vid
eos+about+Common+Core&mid=F7B04747275F
E765C1E7F7B04747275FE765C1E7&view=deta
il&FORM=VIRE5
Standards for Mathematical Practice
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. 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 Focus
2013-2014
Content Standards
Mathematical Practices
Integration of content standards & mathematical practices
1. Task you select
2. Questions you ask
3. Student engagement strategies we employ
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
https://www.teachingchannel.org/videos/co
njecture-lesson-plan?fd=1
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?
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?
Cycle of formative assessment
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Student Action
Must take action
on feedback
Error analysis
revise
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Collect Information
Homework
Warm-ups
Observation
White boards
Ticket out the door
Blank stares
Questioning strategies
Quizzes & Tests
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Teacher Action
Analyze
Error analysis
Data trends
Feedback to Students
Prompting, cueing, guiding, questioning,
re-teaching & reinforcing
An Interesting Study On Feedback
Ruth 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 day
Students 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 day
The 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 38
32
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
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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 79
35
A Quote by Einstein
“Make things as simple as possible,
but no simpler”
Lesson Design
Task, 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?
Continuing your personal &
professional growth
• The books shown below can give your further
insights into the topics we have discussed
during the last two days of professional
development
Moving forwardwith 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