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Planning for Instruction Under CCSSM: Algebra I

Planning for Instruction Under CCSSM: Algebra I. Linda K. Griffith, Ph.D. University of Central Arkansas. Quotes. “ Wise men say only fools rush in… ” ~Elvis Presley “ Fools rush in where angels fear to tread. ” ~Alexander Pope (essay in 1709)

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Planning for Instruction Under CCSSM: Algebra I

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  1. Planning for Instruction Under CCSSM: Algebra I Linda K. Griffith, Ph.D. University of Central Arkansas

  2. Quotes • “Wise men say only fools rush in…” ~Elvis Presley • “Fools rush in where angels fear to tread.” ~Alexander Pope (essay in 1709) • “The whole problem with the world is that fools and fanatics are always so certain of themselves and wiser people so full of doubts.” ~Bertrand Russell (1872-1970)

  3. Process vs. Product • The focus of today is to explore a process for planning mathematics instruction in Algebra I. • 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.

  4. Grain Size Phil Daro, one of the authors of the CCSSM, talks about grain size and planning for instruction under CCSSM.

  5. Questions to Ponder • Why does mathematics not break down into lessons size pieces? • What is Daro proposing to replace common lesson planning? • What evidence is he using to support his position?

  6. Focus and Coherence • Focus and Coherence is not promoted by a checklist. • Focus and Coherence means you are working on many related standards simultaneously and may not “finish” a standard in a unit. • See page 3-4 of the CCSSM.

  7. Overarching Questions • What properties (operations, equality, figures, etc.) are we using today? • Does this always work (under what conditions, etc.)? • What kind of representations (words, symbols, pictures, graphs, tables) helped us to understand and record this? • How are the representations related? • How were composing and/or decomposing used today? • What conjectures did we add to our list today? • What conjectures have we proven or disproven today?

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

  9. Resources for Planning • PARCC Model Content Frameworks • New Arkansas Algebra I Frameworks • Actual CCSSM Document • Other PARCC Documents

  10. Primary Resources • Developing Essential Understandings Series • Reasoning and Sense Making Series • Fostering Algebraic Thinking

  11. Keeping the Focus • Functions

  12. Process • Write unit descriptions including the glue in as many units as possible. • For each unit read primary resources as first step in unit planning. • Create summative assessment. • Select problems and tasks for the unit.

  13. Formative Assessment • Opening task or problem for each unit should be a common formative assessment task. • Formative assessment strategies should be used daily and instructional decisions should be guided by formative assessment findings. • Common formative assessment task about 2/3 into the unit.

  14. Selecting Problems and Tasks • High Cognitive Demand • Relevant • Rigorous • Aligned with Standards for Mathematical Practice

  15. Instruction What is our goal?

  16. Purposeful Pedagogy and Discourse Instructional Model tinyurl.com/AR-PPDM-article

  17. Example Lesson • Work with your group to build the sequence described on your task card. • Make a poster with as many representations of your sequence as possible. • Gallery Walk • Debrief

  18. Contact Information Linda K. Griffith lindag@uca.edu 501-450-0511

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