Transcript Document

Math Foundational Services
SHIFT 1: Focus
October 9, 2014
Cindy Dollman & Joe Delinski
The PROE Center
Group Norms
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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
Focus
Coherence
Rigor
Focus
Consider what is not said
Math “needs to lose a
Differentiation
few pounds”
(p.3)
“Cannot
add “just one more thing”
Extensions
Grade-level work begins
during the first two to
“Teach less, learn more”four weeks of instruction
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Coherence
Math should make sense
Practice-content coherence
A progression of learning
Coherence supports
focus
Use supporting
material to teach
major work
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Rigor
Balance 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
Organization
Practice
Standards
Content
Standards
Domain
Domain: Groups of
related Standards and
Clusters
Cluster: groups of
related standards
under a bolded
heading
Cluster
Standards
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Standards:
specific
information
students should
know
Structure of the Standards
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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.
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Clusters are groups of related standards.
Each domain has 1 – 4 clusters.
Standards from different clusters may
sometimes be closely related.
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Standards define what students should
understand and be able to do.
www.achievethecore.org
Domain
Cluster
Standard
11
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
Math “needs to lose a
Differentiation
few pounds”
(p.3)
“Cannot
add “just one more thing”
Extensions
Grade-level work begins
during the first two to
“Teach less, learn more”four weeks of instruction
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The PARCC assessments will focus strongly
where the Standards focus
70% or more on major work in 3-8
Students will have more time to
Focus allows for a variety
master concepts at a deeper
of problem types to get at
level
concept in multiple ways
“Teach less, learn more”
Key Areas of Focus in Mathematics
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
15
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Content Emphases by Cluster
Green – major
Blue – supporting
– additional
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LET’S EXPLORE
Take time to look over the
Content Emphasis for your
grade level, in addition to
your grade cluster.
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
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Content Standards
How to Teach
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Practice Standards
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HOW TO TEACH
STANDARDS FOR MATHEMATICAL PRACTICE
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.
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
ISBE Model Curriculum
29
Philosophy Basis - Shifts
Focus
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Coherence
Rigor
Focus
Coherence
Rigor
• Unit
Map
– Opening narrative through
providesessential
focus of questions;
the unit
Scope
Unit
Map
and
–Sequence
Transfer/Application
define
conceptual
understandings,
and address
• Lesson
– Carries
outPrevious/Subsequent
the purpose
of theprocedural
lesson
Unit
Map
–Plan
Connections
to
Learningskills
Assessment
• SegmentsPlan
of Lesson–
Align with for
overall
Assessment
Plan
- Pre-assessments
Priorfocus
Grade Standards)
Lesson Plan – Explanation of Rigor
Philosophy Basis
Structure
PARCC
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Understanding By Design
Standards
Assessment
Instruction
Scope and Sequences
Item Formats
Evidence Tables
Sample Items
Components of the Unit Maps
• Opener:
• Grade Level Expectations
– Connections to Previous Learning
– Focus of the Unit
– Connections to Subsequent
Learning
– Progression Citation
• Standards:
– Color-coded based on Content
Emphases by Cluster
– 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
Assessments
• 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
• Pre-Assessments (Prior content
knowledge)
• Formative Assessments
• Summative Assessments (of the
Unit)
• Self-Assessments
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Differentiation Elements
Student Growth for All
English Language Learners
• Prerequisite Skills/Concepts
• Advanced Skills/Concepts
• 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
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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
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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]
Joe Delinski – [email protected]