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Convocation 2013

Convocation 2013. Common Core Mathematics Updates. Universal Design for Learning (UDL) A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners. UDL. UDL Principles. UDL

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Convocation 2013

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  1. Convocation 2013 Common Core Mathematics Updates

  2. Universal Design for Learning (UDL) A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners

  3. UDL UDL Principles

  4. UDL Principle 1: Representation

  5. Multiple Means of Representation Improves Learning for All Non-verbal Language Support Represent Act/Express Engage Modeling Pictures/videos Realia/Concrete objects Gestures Movement Manipulatives Demonstrations Hands-on Picture dictionaries Word banks Word walls Labels Graphic organizers Sentence starters Sentence frames

  6. Principle II:Multiple Means of Action and Expression Represent Represent ActionExpression Engage Judy Augatti

  7. UDL Principle 2:Action and Expression

  8. Multiple Means of Action and Expression Represent ActionExpression Engage • Role-play • Illustrations/ Drawings / Visuals • Gestures • First language use • Online tools (journaling, blogging, interactive math problem solving, assessments)

  9. Principle III: Multiple Means of Engagement Represent Act/Express Engage

  10. Principal 3:Engagement

  11. Multiple Means of Engagement UDL Requires Multiple Means of Engagement Engage • Graphics • Group Writing • Problem Solving Teams • Role Plays • Interest Projects • Response Cards • Student Presentations • Real Life Simulations • Online tools • Manipulatives

  12. How do you meet the needs ofStudents Identified as Gifted? Leigh Daniels Acceleration I love to use the NCCTM website to find acceleration opportunities for my students with Illuminations activities. http://goo.gl/1RDZN • Complexity: Abstract-thinking, Variety of concepts, subjects and strategies • Depth: Higher levels of thinking, concepts • Creativity: Open-endedness, choice • Acceleration: Rapid pacing, Focus on Growth • Relevance: Personal interest, Real-world problems and audiences, Connections Give One – Get One

  13. Coherence How will we know when they know it? What will we do when they don’t know it? Rigor What will we do when they know it? Focus What do we want students to know and be able to do?

  14. FOCUS cc: Microsoft.com Rather than racing to cover everything in today’s mile-wide, inch-deep curriculum, teachers use the power of the eraser and significantly narrow and deepen the way time and energy is spent in the math classroom.

  15. Math I Wordle

  16. “Math Content Emphases” What is the relationship between the major work and the additional/supporting work? How does this focus result in fewer objectives that go deeper? cc: Microsoft.com Read the Introduction to the Major Work Booklet.

  17. Content Emphasis cc: Microsoft.com - Bill Schmidt, Achieve • After reading sample CCSSM topics for their grade, ~80% say CCSSM is “pretty much the same” as their former standards • If CCSSM places a topic they currently teach in a different grade only about ¼ would drop it

  18. Points to Ponder cc: Microsoft.com • 85% of teachers say the textbook is main resource- rather than the standards. Barbara Reyes

  19. EACH OTHER 19

  20. Effective Instructional Tasks Stein, Smith, Henningsen, & Silver, 2000, p. 11 “Tasks that demand engagement with concepts and that stimulate students to make purposeful connections to meaning or relevant mathematical ideas which lead to a different set of opportunities for student thinking.”

  21. What are Features of a Good Task? nrich.maths.org nrich.maths.org Challenges the learners to think for themselves and make decisions. Offers different levels of challenge. Encourages collaboration and discussion. Has the potential for revealing patterns or leading to generalizations.

  22. What are Features of a Good Task? Van de Walle, 2004 • Begins where the students are; accessible to wide range of learners. • Requires justifications and explanations for answers and methods. • “Show the mathematics you used and explain your reasoning” (Connecticut Dept. of Education) • Has a focus on making sense of the mathematics involved and thereby increasing understanding.

  23. Why are Instructional Tasks Important? Stein, Smith, Henningsen, & Silver, 2000, p. 4 ….it is the level and kind of thinking in which students engage that determines what they will learn.

  24. Three Mathematical Shifts Coherence How will we know when they know it? What will we do when they don’t know it? Rigor What will we do when they know it? Focus What do we want students to know and be able to do?

  25. Fragmenting the Standards into individual standards, or individual bits of standards, erases all these relationships and produces a sum of parts that is decidedly less than the whole.

  26. Looking for Coherence “Measuring in the Round” Using the sheet: Shift Two: CoherenceThinking Across Grades / Courses, Linking to Major Clusters copy all of the standards leading to and related to “Measuring in the Round” and note how coherence is evident in these standards.

  27. Team Initiated Problem Solving (TIPS) Identify Problems (Define & Clarify) Develop Hypothesis Evaluate & Revise Action Plan Collect & Use Data Discuss & Select Solutions Develop & Implement Action Plan (Newton et al, 2009) Problem SolvingMeeting Foundations

  28. What’s the Area? Not drawn to scale A square piece of paper is folded in half to form a rectangle with a perimeter of 12 cm. What is the area of the original square?

  29. Our Goals • Know the three shifts -- focus, coherence and rigor. • Understand the importance of focus for the coming year • Develop plans to ensure all NC teachers know the major work (“focus”) of their grade or course. • Plan your time, money, and effective PD around the major focus of your grade or course.

  30. Our Goals • Establish how the three shifts address these questions: • What do we want students to know and be able to do? • How can we ensure that all children have the opportunity to learn? • What do you do if they don’t know it? • What do you do if they know it? • Experience instruction that will support learning for all students. • Identify strategies used to support diverse learners.

  31. Looking at Student Work

  32. Three Mathematical Shifts Coherence How will we know when they know it? What will we do when they don’t know it? Rigor What will we do when they know it? Focus What do we want students to know and be able to do?

  33. What Is Rigor? • Conceptual Understanding: • Beyond mnemonics or discrete procedures • Problem-Based • Apply math in new situations • Speak/Write about their understanding • Procedural Skill & Fluency: • Opportunities to practice core functions to increase speed & accuracy in calculations • Application: • Use math in “real world” situations • Choose the appropriate concept for application

  34. RIGOR Conceptual Understanding Application Skills and Procedures

  35. DPI Contact Information

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