Transcript Convocation 2013
Convocation 2013
Common Core Mathematics Updates
1. The digits of a four-digit number are 1,3,6 and 9, but not necessarily in that order.
- The thousands digit is prime.
- The hundreds digit is 3 more than the tens digit.
- What is the number?
2. A zoo has several ostriches and several giraffes. They have 30 eyes and 44 legs. How many ostriches and how many giraffes are in the zoo?
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
Universal Design for Learning (UDL)
A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners
“HOW” “WHAT” “WHY”
UDL Principles
UDL Principle 1:
Representation
Multiple Means of
Representation Improves Learning for All
Represent Non-verbal
• Modeling • Pictures/videos • Realia/Concrete objects • Gestures • Movement • Manipulatives • Demonstrations • Hands-on • Picture dictionaries
Act/ Express Engage Language Support
• Word banks • Word walls • Labels • Graphic organizers • Sentence starters • Sentence frames
Principle II: Multiple Means of
Action and Expression
Action Expression
Engage Judy Augatti
UDL Principle 2:
Action and Expression
Multiple Means of
Action and Expression
Represent
• Role-play • Illustrations/ Drawings / Visuals • Gestures
Action Expression
Engage • First language use • Online tools (journaling, blogging, interactive math problem solving, assessments)
Principle III:
Multiple Means of
Engagement
Act/ Express Represent Engage
Principal 3:
Engagement
UDL
Requires Multiple Means of
Engagement
• Graphics • Group Writing • Problem Solving Teams • Role Plays • Interest Projects
Engage
•Response Cards •Student Presentations •Real Life Simulations •Online tools •Manipulatives
Content Emphasis
After reading sample CCSSM topics for their grade, ~80% say CCSSM is “pretty much the same” as their former standards If CCSSM places a topic they currently teach in a different grade only about ¼ would drop it - Bill Schmidt, Achieve
cc: Microsoft.com
Focus -
What do we want students to know and be able to do?
Coherence -
How will we know when they know it? What will we do when they don
’
t know it?
Rigor -
What will we do when they know it?
FOCUS = Major Work
• Major Work of the grade - Content Emphases Do’s & Don’ts
Major Work
• Look at the major work for your grade level.
• List ways that you can see the major work being applicable to the supplemental standards.
COHERENCE = Relationships
• Always recognize vertical alignment.
• Use support standards for reinforcement and application of major work standards.
• Fragmenting the Standards into individual standards, or individual bits of standards, erases all these relationships and produces a sum of parts that is decidedly less than the whole.
RIGOR
Conceptual Understanding Skills and Procedures Application
RIGOR
• Conceptual understanding – Teach more than “how to get the answer” – Ability so see math as more than a set of procedures or steps – Demonstrated by applying math concepts in new situations and speaking about their understanding
RIGOR
• Skills and Procedures – Expectation for speed and accuracy in calculation – Core function practice is necessary for fluency – Allows for understanding and manipulation of more complex concepts
RIGOR
• Application – Requires rich brain base of conceptual and procedural understanding and fluency – Ability to choose the appropriate concept for application even when not prompted to do so – “real world”
Does a textbook offer rigor?
•
85%
of teachers say the
textbook
is main resource-
rather than
the standards.
cc: Microsoft.com
Hong Kong / US Data
• US students ranked near the bottom. • US students ‘covered’ 80% of TIMSS content.
• US students were outperformed by students not taught the same objectives.
What do you consider to be your greatest resource?
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