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Georgia Performance Standards 7th Grade Mathematics Day 1: Standards-Based Education and the Georgia Performance Standards (GPS) Getting Acquainted • Name Tag: – First Name or Nickname • Index Card: – Name – E-mail Address – System/School – GPS Status Peggy Pool Georgia Department of Education 1754 Twin Towers East Atlanta, Georgia 30334 Office phone: (404) 657- 9063 Office email: [email protected] Module Overview: Day One • • • • • Introduction Overview of the Standards Standards-Based Teaching and Learning Putting It All Together Summary and Field Assignments Curriculum Mapping Understanding Teamwork GPS Standards Enrichment & Extension Assessments Instruction Goal Demonstrate a deep understanding of the new Georgia Performance Standards and the standards-based education approach, through thoughtful curriculum mapping, development of formative and summative assessments, and the design of instruction matched to the standards and researchbased best practices for enrichment and extension through collaboration and teamwork. Understanding Curriculum Mapping GPS Standards Assessments Teamwork Instruction Enrichment & Extension Days of Training • Implementation Year One – Day One: Standards-based Education – Day Two: Assessment – Day Three: Instruction – Day Four: Unit Design • Implementation Year Two – Day Five: Differentiation – Day Six: Examining Student Work – Day Seven: Putting It All Together Group Norms and Housekeeping Group Norms: • Ask questions • Work toward solutions • Honor confidentiality • Meet commitments or let others know if you are struggling Housekeeping: • Parking Lot • Phone calls • Rest rooms • Breaks • Lunch Four Corners, Part 1 Choose a corner based on your confidence in understanding the GPS for 7th Mathematics: Needs Rethinking In Development Quality Exceptional Four Corners, Part 2 What made you choose your corner? Discuss what you know and what you want to know. Be prepared to share with the group. Let’s Copy! Essential Question 1 What are the Georgia Performance Standards? 6th Grade Numbers and Operations Measurement Geometry Factors and multiples Fundamental Theorem of Arithmetic GCF and LCM Compute with fractions and mixed numbers (unlike denominators) Compute & solve problems with positive and negative rational numbers Square roots of perfect squares Rational vs Irrational numbers Simplify expressions with integer exponents Scientific Notation Surface area of right rectangular prisms, right circular cylinders Line & rotational symmetry Ratio, proportion and scale factor with similar Views of solid figures Nets (prisms, cylinders, pyramids, and cones) Ratio for quantitative relationship Write & solve proportions Write & solve simple one-step equations Compare & order rational numbers Volume of right rectangular prisms, right circular cylinders, pyramids and cones cylinders/cones Process Skills Absolute value 8th Grade Convert units using proportions Scale drawings Compare/contrast right prisms/pyramids and Data Analysis and Probability Equivalent fractions, decimals, and percents plane figures Algebra 7th Grade Question, Collect Data, Make Graphs Experimental/ Theoretical Probability Predictions from investigations Problem Solving, Arguments, Communicate, Connections, Multiple Representations Basic constructions Transformations Properties of similarity 3-D figures formed by translations & rotations in space Properties of parallel and perpendicular lines Meaning of congruence Pythagorean Theorem Cross sections of cones, cylinders, pyramids and prisms Algebraic expressions Linear equations in one variable Relationships between two variables Question, Collect Data, Make Graphs, Interpret results Represent, analyze, and solve problems Inequalities in one variable Relations and Linear functions Set theory Tree Diagrams/ Counting Principles Basic laws of probability Organize, interpret, make Problem Solving, Arguments, Communicate, Connections, Multiple Representations inferences form data Problem Solving, Arguments, Communicate, Connections, Multiple Representations Performance Standards. . . • • • • • • Are: Georgia Performance Standards (GPS) What students are to learn, know, and understand Clear expectations of performance Curriculum document Few in number Application of content • • • • • • Are Not: New Quality Core Curriculum (QCC) How teachers are to teach Comprehensive school reform Instructional handbook Checklist of objectives Coverage of content Strengths of the GPS • • • • • • • Depth not breadth Ladder, not a spiral Better organization by strands Same standards for all learners Success and achievement based Less time spent on review Better vertical correlation Format of Curriculum • Introductory Paragraphs – Overview of Year’s Content – Instructional Strategies • Manipulatives • Representation • Technology • Real-world Context • Concepts/Skills to Maintain • Standards with Elements Performance Standards Four parts to Performance Standards: Content Standard & Elements Sample Tasks Student Work Teacher Commentary How to Read the GPS Code M7G1. Math Grade 7 Geometry Standard #1 Standards and Elements • Standard is in bold print: Sets the parameters. • Elements are listed under the standard: Sets the expectations for understanding, what the student should know and be able to do. Math Standard Example M7G1. Students will construct plane figures that meet given conditions. a. Perform basic constructions using both compass and straight edge, and appropriate technology... b. Recognize that many constructions are based on the creation of congruent triangles. Let’s Bisect! GPS Phase-in Plan Grade K 1 2 3 4 5 6 7 8 Math Training 05-06 05-06 05-06 06-07 06-07 06-07 04-05 05-06 06-07 Math Teaching 06-07 06-07 06-07 07-08 07-08 07-08 05-06 06-07 07-08 Test Alignment Criterion-Referenced Competency Tests (CRCT) Test alignment is completed during Year II implementation for each content area and grade level. Grade 7 Math Assessment Timeline • 2005-2006 School year: Grade 7 math CRCT will assess the QCC. • 2006-2007 School year: Grade 7 math CRCT will assess the GPS. Essential Question 2 How is the unit design process used in standards-based teaching and learning? Standards-Based Education • Focus is on student learning. • Expectations are the same for all students. • Essential questions set the stage for learning. • Supporting skills and knowledge are emphasized. Standards-Based Education, cont. • Assessments are used to guide and modify instruction. • Instructional strategies enable students to meet the standard. • Effectiveness of instruction is based on students’ meeting the standard. • Teachers work on building enduring understandings. Standards Based Education Model (one or more) Standards Elements Stage 1 Identify Desired Results (Big Ideas) Enduring Understandings Essential Questions GPS Skills and Knowledge All above, plus Tasks Student Work Teacher Commentary All above Stage 2 Determine Acceptable Evidence (Design Balanced Assessments) (To assess student progress toward desired results) Stage 3 Plan Learning Experiences and Instruction (to support student success on assessments, leading to desired results) Unit Design • Design with the goal in mind • Stage 1 of Unit Design –Big Ideas –Enduring Understanding –Essential Questions –Skills and Knowledge Standards Based Education Model (one or more) GPS Standards Elements Stage 1 Identify Desired Results (Big Ideas) Enduring Understandings Essential Questions Skills and Knowledge Big Ideas What are the big ideas and core processes at the heart of this standard? What do I want to concentrate on and emphasize in this unit? Looking for Big Ideas Big Ideas are key concepts. Look for ideas in key nouns found in the standards. M7A3. Students will understand relationships between two variables. a. Plot points on a coordinate plane. What’s the Big Idea? Graphing Points Poster Talk– Big Ideas • Work in groups. • Get a colored marker and chart paper. • Fold the chart paper into 5 equal sections. • Label the first section with the standard. • Label the second section with its big ideas. Enduring Understandings: Digging Deeper • Needs Rethinking: “Students will understand variables.” • In Development: “Students will understand how to plot points.” • Exceptional: “Students will understand that two variables such as x and y can determine an ordered pair (x, y) and they have a relationship which determines the placement of a point on the coordinate plane.” Poster Talk– Enduring Understandings • Work in your same group. • Label the third section “Enduring Understandings”. • Add the understandings that you wrote for the standard. Essential Questions • Big, Open-ended or topic-related • How (process) and Why (cause and effect) • Various Levels in Bloom’s Taxonomy • Student Appropriate Language • Sequenced Naturally • Organizes Units and Lessons • Instruction Answers the Questions From Understandings to Questions “Students will understand that two variables such as x and y can determine an ordered pair (x,y) and they have a relationship which determines the placement of a point on the coordinate plane.” • Why is it important to be able to plot points on a coordinate plane? • How can I represent a relationship from tables, and/or formulas using points on the coordinate plane? Poster Talk – Essential Questions • Work in your same group. • Label the fourth section “Essential Questions”. • Add the questions that you wrote for the standard. The Art of Questioning • • • • • • Essential Questions Unit Questions Key Questions Daily Questions Lesson Questions Diagnostic and Formative Questions Skills and Knowledge Facts Concepts Generalizations Skills Procedures Processes Rules, Laws, Procedures KNOWLEDGE (declarative) SKILLS (procedural) What Students Should Know and Be Able to Do • Work in same group. • Label fifth section “Skills and Knowledge”. • Add the Skills and Knowledge that students need to know and be able to do. • Walk around and view others’ work. • Draw a star by any insightful statements. • Use a post-it note for any questions. A Culminating Task! Days of Training • Implementation Year One – Day One: Standards-based Education – Day Two: Assessment – Day Three: Instruction – Day Four: Unit Design • Implementation Year Two – Day Five: Differentiation – Day Six: Examining Student Work – Day Seven: Putting It All Together http://www.georgiastandards.org Standards Training Materials Frequently Asked Questions NEW! Framework Discussion of Redelivery Action Plan • Determine your goal for redelivery. • Determine time allotted. • Develop timeline of activities. • List resources and ideas. Field Assignment • Redeliver Day 1: How to Identify Desired Results of a Standard. • Day 2 will focus on determining acceptable evidence. • Review the Grade 7 Mathematics Standards. Determine the big ideas, enduring understandings, and essential questions for each of them. • Think about what evidence is necessary to assess them? How good is good enough? Ticket Out the Door Reflection: • Important things I’ve learned or had reaffirmed… • Today’s experiences have left me feeling... • Questions I want answered now… • What I will do when I return to my workplace… Contact Information Peggy Pool Georgia Department of Education 1754 Twin Towers East Atlanta, Georgia 30334 Office Phone: (404) 657-9063 Office email: [email protected]