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Math Foundational Services SHIFT 1: Focus

Math Foundational Services SHIFT 1: Focus. October 9, 2014 Cindy Dollman & Joe Delinski The PROE Center. Group Norms. Be present. Communicate with colleagues when appropriate. Respect time frames. Focus on the learning at hand. Turn all cell phones to vibrate.

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Math Foundational Services SHIFT 1: Focus

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  1. Math Foundational ServicesSHIFT 1: Focus October 9, 2014 Cindy Dollman & Joe Delinski The PROE Center

  2. Group Norms • Be present. • Communicate with colleagues when appropriate. • Respect time frames. • Focus on the learning at hand. • Turn all cell phones to vibrate.

  3. Multi-Tiered System of Support (MTSS/RtI)Statewide System of Support • Focus Areas: • Continuous Improvement Process (Rising Star) • Common Core ELA • Common Core Math • Teacher Evaluation • Balanced Assessment

  4. Part I: Major Shifts Focus Coherence Rigor

  5. Focus Consider what is not said Math “needs to lose a few pounds” (p.3) Differentiation “Cannot add “just one more thing” Extensions Grade-level work begins during the first two to four weeks of instruction “Teach less, learn more” Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  6. Coherence Math should make sense Practice-content coherence A progression of learning Coherence supports focus Use supporting material to teach major work Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  7. Rigor Balance with equal intensity • Conceptual understanding • Procedural skill and fluency • Application Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  8. Needs Assessments

  9. Grade- level • High school • Traditional • Integrated • Standards for Mathematical Practice

  10. CCSSM Vocabulary Domain: Groups of related Standards and Clusters Cluster: groups of related standards under a bolded heading Standards: specific information students should know

  11. Structure of the Standards Domain • 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. • Clusters are groups of related standards. Each domain has 1 – 4 clusters. Standards from different clusters may sometimes be closely related. • Standards define what students should understand and be able to do. Cluster Standard

  12. What’s on your plate? 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

  13. Focus Consider what is not said Math “needs to lose a few pounds” (p.3) Differentiation “Cannot add “just one more thing” Extensions Grade-level work begins during the first two to four weeks of instruction “Teach less, learn more” Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  14. 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 master concepts at a deeper level Focus allows for a variety of problem types to get at concept in multiple ways “Teach less, learn more”

  15. Key Areas of Focus in Mathematics

  16. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  17. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  18. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  19. Content Emphases by Cluster Green – major Blue – supporting Yellow – additional Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  20. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  21. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  22. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  23. Let’s Explore Take time to look over the Content Emphasis for your grade level, in addition to your grade cluster.

  24. What’s on your plate? 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

  25. Math Common Core Standards What to Teach = Content Standards How to Teach = Practice Standards Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  26. How to Teach Standards for Mathematical Practice

  27. 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.

  28. 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)

  29. ISBE Mathematics ISBE Model Curriculum

  30. Philosophy Basis - Shifts Focus Coherence Rigor Focus • Unit Map – Opening narrative provides focus of the unit • Lesson Plan – Carries out the purpose of the lesson • Segments of Lesson– Align with overall focus Coherence • Scope and Sequence • Unit Map – Connections to Previous/Subsequent Learning • Assessment Plan - Pre-assessments for Prior Grade Standards) Rigor • Unit Map – Transfer/Application through essential questions; define conceptual understandings, and address procedural skills • Assessment Plan • Lesson Plan – Explanation of Rigor

  31. Philosophy Basis Structure PARCC Scope and Sequences Item Formats Evidence Tables Sample Items • Understanding By Design • Standards • Assessment • Instruction

  32. Components of the Unit Maps • Opener: • Connections to Previous Learning • Focus of the Unit • Connections to Subsequent Learning • Progression Citation • Standards: • Color-coded based on Content Emphases by Cluster • Grade Level Expectations • 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 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  33. Additional Elements for Planning Vocabulary Assessments Pre-Assessments (Prior content knowledge) Formative Assessments Summative Assessments (of the Unit) Self-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 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  34. Differentiation Elements Student Growth for All English Language Learners Based on WIDA Standards Tips for instruction and assessment • Prerequisite Skills/Concepts • Advanced Skills/Concepts Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  35. Lesson Components • Multi-Day Content and Practice Standards • Supporting Content Standards • Student-friendly learning targets • Purpose (focus) • Explanation of Rigor • Vocabulary • Evidence of Learning • Time frame • Resources • Modalities Represented • Math Practice Look Fors • Differentiation • Potential Pitfalls • Independent Practice • Instructional Steps

  36. 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?

  37. Additional Resources for Focus • Illustrative Math • Achieve the Core

  38. Next Steps… Planning Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  39. Training Considerations • Grade level groupings • Appropriate tasks • Timing of Trainings • Educator experience in the new standards (Content and Practice)

  40. 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?

  41. 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?

  42. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  43. Cindy Dollman – cdollman@peoriaroe48.net Joe Delinski – jdelinski@peoriaroe48.net

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