Principles to Actions : 8 Teaching Practices

1. Principles to Actions: 8 Teaching Practices Mark Ellis CSU Fullerton TACIB Summer Institute June 23, 2014 www.nctm.org/PrinciplestoActions

2. Sorting Task Each team will be given one set of statements. • Without consulting any outside resources, work together to sort these into two categories. • Explain how and why you’ve organized them. • How do these relate to your work as a teacher? • Meet with another team to share and refine your thinking about how your statements are sorted.

3. What’s the significance of these beliefs for students’ experiences with mathematics learning?

5. Why Principles to Actions? • CCSSM does not tell teachers, coaches, administrators, parents, or policymakers what to do at the classroom, school, or district level or how to begin making essential changes to implement these standards. Moreover, it does not describe or prescribe the essential conditions required to ensure mathematical success for all students. NCTM, 2014, p. 4

6. Current Conditions • Too much focus on learning procedures without any connection to meaning, understanding, or the applications that require these procedures. • Too many students are limited by the lower expectations and narrower curricula of remedial tracks. • Too much weight is placed on results from assessments—particularly large-scale, high-stakes assessments—that emphasize skills and fact recall and fail to give sufficient attention to problem solving and reasoning. • Too many teachers of mathematics remain professionally isolated, without the benefits of collaborative structures and coaching, and with inadequate opportunities for professional development related to mathematics teaching and learning.

7. Effective teaching is the non-negotiable core that ensures that all students learn mathematics at high levels. NCTM, 2014, p. 4

9. TP1: Establish Mathematics Goals to Focus Learning Goals should… • clearly state what students are to learn and understand about mathematics as the result of instruction; • be situated within learning progressions; and • frame the decisions that teachers make during a lesson. What questions or observations do you have about this? “Formulating clear, explicit learning goals sets the stage for everything else.” (Hiebert, Morris, Berk, & Janssen, 2007, p.57)

10. Comparing Goal Statements Looking at the three goals below discuss: • How are these the same and different from one another? • Which of these best reflect(s) TP1 and why? • Students will learn the cross multiplication algorithm. • Students will be able to find the missing value in a proportion. • Students will recognize that quantities that are in a proportional (multiplicative) relationship grow at a constant rate.

11. Your Task Each pair will be assigned 1 of the remaining Teaching Practices. Be sure to read the appropriate pages in Principles to Actions about your Practice! • 20 minutes to prepare a poster that shows • An overview of the Teaching Practice, and • Descriptors for a four-step continuum for the Teaching Practice (“Not at All” to “Novice” to “Emerging” to “Expert”) • 3 minutes for each pair to share their poster. • Discussion: How do the 8 Teaching Practices fit with the Culturally Responsive Teaching Reflection Guide (on TACIB site and handout)?

12. Continuing to Think about Teaching Practices • During breaks, “gallery walk” to read and make comments on each poster. • Before Wed 8 AM, refine/revise your poster and the indicators. • If time/interest, we can watch a 20 minute video clip of a lesson and discuss the degree to which the teacher’s actions reflect the Teaching Practicesand Culturally Responsive Teaching. Let Mark know!