Planning for CCSSM Instruction-Kindergarten

1. Planning for CCSSM Instruction-Kindergarten Presented by Dr. Linda K. Griffith March 28, 2013

2. Process vs. Product • The focus of today is to explore a process for planning mathematics instruction in Kindergarten. • The products that will be shown are only examples to show what products might emerge from the process. • None of these products are complete and they have not been field tested.

3. Grain Size Phil Daro

4. Phil Daro-Planning Chapters and Not Lessons

5. Planning the Year • Focus and Coherence is not promoted by a checklist. • Focus and Coherence means you are working on many related standards simultaneously and one may not “finish” a standard in a unit.

6. Need a 3-D Model • Topics (across the top) • Time (down the side) • Units (shading) – require narrative descriptions

7. Example of Scope and Sequence

8. Discuss at Your Table • What do you think the topics are for Kindergarten? • Describe the units in general terms.

9. Compare • How does your first pass compare with the “sample”? • There is no right or wrong answer here.

10. Unit or Chapter Planning • Begin with studying the “primary” resources. • Set learning goals for the unit. • Identify problems and or tasks that have the potential to reveal the mathematics embedded in the learning goals (primary and secondary resources).

11. Phil Daro- Answer Getting

12. Discuss At Your Table • Can you give examples of things we have done in the past in Kindergarten that were “answer getting strategies”? • What can we do instead?

13. What is the Purposeful Pedagogy and Discourse Instructional Model The Research

14. The Foundation • Jacobs, Lamb, and Philipp on professional noticing and professional responding; • Smith, Stein, Hughes, and Engle on orchestrating productive mathematical discussions; • Ball, Hill, and Thames on types of teacher mathematical knowledge; and • Levi and Behrend (Teacher Development Group) on Purposeful Pedagogy Model for Cognitively Guided Instruction.

15. Day-to-Day Planning for Instruction • On-going formative assessment • Learning goals

16. Step 1 • Write or select a problem or task that has the potential to reveal some mathematics that will help reach the learning goal. • What is the mathematics this task or problem has the potential to reveal?

17. Step 2 • Anticipate what students will do that might be productive to share. • Remember there are productive failures.

18. Step 3 • Pose the problem and monitor students as they solve. • Teachers role during this process is called professional noticing. • Requires that they have the teacher specialized content knowledge.

20. Steps 4 and 5 • Select student work to share that would be productive. • Sequence the papers to share to help students make connections.

21. Step 6 • Compare and contrast strategies and make mathematical connections (Discourse).

22. Ms. White’s Kindergarten

23. 8 Standards for Mathematical Practice • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

24. What Others Have Done • New York • Georgia

25. Remember • The process is what is important. • The handout contains samples of what products might look like.