CCRS Quarterly Meeting # 1 Unpacking the Learning Progressions

1. CCRS Quarterly Meeting # 1Unpacking the Learning Progressions http://alex.state.al.us/ccrs/

2. The Instructional Core Principle #1: Increases in student learning occur only as a consequence of improvements in the level of content, teachers’ knowledge and skill, and student engagement. Principle #2: If you change one element of the instructional core, you have to change the other two. Richard Elmore, Ph.D., Harvard Graduate School of Education

3. Alabama Quality Teaching Standards 1.4 2.7 5.3 1.4-Designs instructional activities based on state content standards 2.7-Creates learning activities that optimizeeach individual’s growth and achievement within a supportive environment 5.3-Participates as a teacher leader and professional learning community member to advance school improvement initiatives

4. A Balanced Instructional Core = A Prepared Graduate Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner. Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation.

5. Outcomes Participants will: • Reflect on year one and year two implementation of CCRS Mathematics • Review and deepen understanding of Learning Progressions and how they are sequenced within and across the grades • Discuss how the progressions in the standards can be used to inform teaching and learning

6. Journal Reflection

7. Video:“The Mathematics Standards and the Shifts They Require” • Focus: Focus strongly where the Standards focus. • Coherence: Think across grades, and linkto major topics within grades. • Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency,andapplication.

8. What are Learning Progressions? The CCRS for mathematics were built on progressions — narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. Source: Institute for Mathematics for Education http://ime.math.arizona.edu/progressions/

9. What are Learning Progressions? Learning progressions are: • The path students follow • Successively more sophisticated ways of thinking • Not predictable • Not in one correct order Source: National Research Councilhttp://www.nap.edu/openbook.php?record_id=11312&page=3

10. Reminder……………… Grades K- 8 • Domain - Overarching “big ideas” that connect content across the grade levels. • Cluster - Group of related standards below a domain. • Standards - Define what a student should know (understand) and do at the conclusion of a course or grade High School • Conceptual Categories - The big ideas that connect mathematics across high school – such as Functions or Number and Quantity. • Domain - Overarching “big ideas” that connect content across the grade levels. • Cluster - Group of related standards below a domain. • Standards - Define what a student should know (understand) and do at the conclusion of a course or grade.

11. CCRS-Mathematics Learning Progressions

12. Learning progressions are: • The path students follow • Successively more sophisticated ways of thinking • Not predictable • Not in one correct order

13. Focus and Coherence Focus (within grade level) Identifies key ideas, understandings, and skills for each grade or course Coherence (across grade levels) Articulates a progression of topics across grade levels

14. In depth with high expectations New concepts- Previous understanding

15. Anticipation Guide http://ime.math.arizona.edu/progressions/

16. A Study of the NS and High School Number Progression http://ime.math.arizona.edu/progressions/ Everyone reads the Overview pages 2-4 6th Grade reads pages 5-8 7th Grade reads pages 9-13 8th Grade reads pages 14 and 15 High School reads pages 16-19

17. Discussion Consider how the learning progressions develop within and across grade levels. Discuss key points from your reading. Discussion Questions • What are the big mathematical ideas for this domain? • How do the learning progressions develop within this domain?

18. Reflection How did reading the Progressions deepen your understanding of the flow of the CCRS math standards? How might understanding a mathematical progression impact instruction? Give specific examples with respect to: • helping students make mathematical connections, • working with struggling students, and • using formative assessment and revising instruction

19. LUNCH

21. How can progressions in the standards within and across grades be used to inform teaching and learning? Would you teach the CCR standards in the Alabama COS, Mathematics in order? Standard #1, then Standard #2, then Standard #3, …

22. For teaching and learning in your classroom, how do you see connections between the content standards? What standard would you teach before or after another standard? When would you teach a particular standard during the year? At the beginning of the year In the middle of the year At the end of the year A B C Are some standards foundational for multiple other standards?

23. Why is professional peer discussion about progressions important for the teaching and learning process? “Analysis and related discussion with your team is critical to develop mutual understanding of and support for consistent curricular priorities, pacing, lesson design, and the development of grade-level common assessments.” Together you can develop a greater understanding of the intent of each content standard cluster and how the standards are connected within and across grades. (Common Core Mathematics in a PLC at Work, Kanold, 2012, pg. 67)

24. The wire diagram activity • Locate a standard in your grade band that requires students to build upon previous knowledge. • Determine what standards from earlier grades must be mastered in order for students to be successful in this new learning. • Refer to the progression document that supports your thinking.

25. How might the idea of learning progressions connect to student experience, learning, misconceptions and common mistakes? • How might the idea of learning progressions connect to the tasks a teacher selects to guide student learning?

26. Task Progression • A rich mathematical task can be reframed or resized to serve different mathematical goals • goals might lie in different domains

27. Illustrative Mathematics Tasks: • Grade 6 Task • Grade 7 Task • Grade 8 Task • High School Task

28. Illustrative Mathematics Tasks: Choose a grade level and complete the Illustrative Mathematics task using multiple strategies (if applicable). Determine the misconceptions (common mistakes)students might have. As you work, consider the questions on the following slide.

29. Illustrative Mathematics Tasks: Discussion • What prerequisite knowledge and skills are required for students to complete each task • How does the learning in this task prepare students for subsequent content standards? • Analyze the task for adjacent grade levels to determine the similarities and differences.

30. Reflections • How did these tasks deepen your understanding of the Learning Progressions? • The path students follow • Successively more sophisticated ways of thinking • Not predictable • Not in one correct order

31. …. The Teacher Leader (AQTS 5.3) • How can today’s learning of the progressions be used to inform your teaching and learning? • How can today’s learning of the progressions be used to inform your professional learning community?

32. Next Steps Participants should do three things before CCRS QM #2 : Decide which task you will implement in your class, solve task, and anticipate possible student solutions. Implement task in the classroom ( monitor, select, and sequence) Bring student work samples (student’s solution path) to share with your group.

33. Wrapping up….. Prepare for District Team Planning