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Implementing the More Challenging Aspects of Common Core State Standards

Implementing the More Challenging Aspects of Common Core State Standards. Adapted from the work of Diane J. Briars NCSM President May 17, 2011 Carol Cronk Jen Hodges. Today’s Goals. Examine the Standards of Mathematical Practice and implications for their use.

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Implementing the More Challenging Aspects of Common Core State Standards

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  1. Implementing the More Challenging Aspects of Common Core State Standards Adapted from the work of Diane J. Briars NCSM President May 17, 2011 Carol Cronk Jen Hodges

  2. Today’s Goals • Examine the Standards of Mathematical Practice and implications for their use. • Explore productive starting points to help teachers and administrators with implementation of CaCCSS in mathematics.

  3. That’s Me • Department Chair • Elementary mathematics leader • Middle school mathematics leader • High school mathematics leader • Site Administrator • Likes mathematics • Had to drive more than 30 miles this morning to get here!!!

  4. Cents and Non-Sense http://www.youtube.com/watch?v=ANDk0SWzplo ?

  5. Quick Review • What are the CaCCSS? • Who has adopted the CCSS? • Challenge/Opportunity? • What’s so different about them?

  6. “ The Common Core State Standards represent an opportunity – once in a lifetime – to form effective coalitions for change.” Jere Confrey, August 2010 *Washington and Idaho have adopted the CCSS conditionally/provisionally ** Minnesota has adopted the CCSS in ELA only Foster, May 2011

  7. CCSS: A Major Challenge/Opportunity • College and career readiness expectations • Rigorous content and applications • Stress conceptual understanding as well as procedural skills • Organized around mathematical principles • Focus and coherence • Designed around research-based learning progressions whenever possible

  8. Common Core State Standards for Mathematics • Introduction • Standards-Setting Criteria • Standards-Setting Considerations • Mathematics Standards • Standards for Mathematical Practice • Contents Standards: K-8; HS Domains • Appendix A: Model Pathways for High School Courses • Application of CCSS for ELLs • Application to students with Disabilities

  9. History NCTM • Curriculum and Evaluation Standards for School Mathematics (1989) • Professional Standards for Teaching Mathematics (1991) • Assessment Standards for School Mathematics (1995) • Principles and Standards for School Mathematics (2000) • Curriculum Focal Points (2006) • High School Reasoning and Sense Making (2009)

  10. History

  11. Common Core State Standards • Mathematics Standards • Lead writers: Phil Daro, Bill McCallum, Jason Zimba • Writing teams • Review teams • Two rounds of public review and feedback • States have option to adopt • Verbatim • 85% of State Standards must be CCSS

  12. What’s different about CaCCSS? • Accountability • Accountability • Accountability

  13. What’s different about CCSS? These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep. — CCSS (2010, p.5)

  14. Assessment Consortia • Partnership for the Assessment of Readiness for College and Careers (PARCC)http://www.fldoe.org/parcc/ • SMARTER Balanced Assessment Consortium http://www.k12.wa.us/SMARTER/

  15. States have joined Assessment Consortia funded by RttT PARCC States Partnership for Assessment of Readiness of College and Careers (PARCC) is being managed by Achieve, Inc., a Washington-based non-profit. There are 25 states in PARCC. The SMARTER-Balanced Assessment Consortium is being managed by San Francisco-based WestEd and its senior program director, Stanley Rabinowitz. SMARTER-Balanced enlisted 31 states. At this point, both consortia are targeting the first test administration by 2014-15. Both say they will integrate summative or end-of-the-year tests with interim and formative assessments that can guide instruction during the year. Both are promising to include performance-based tasks, such as conducting a science experiment and writing short answers to questions, that are intended to show deeper levels of learning and thinking than multiple choice questions supposedly can measure. Both indicate that technology will play a major role. Foster, May 2011

  16. Implementing CaCCSS • Challenge: • CaCCSS assessments not available for several years (2014-2015 deadline) • Recognizing that CaCCSS are not “business as usual” • Where not to start-- • Aligning CaCCSS standards grade-by-grade with existing mathematics standards

  17. Key Advances Daro, 2010 • Standards for Mathematical Practice • Units and unitizing • Unit fractions • Unit rates • Operations and the problems they solve • Properties of operations: Their role in arithmetic and algebra • Mental math and “algebra” vs. algorithms

  18. Key Advances Daro, 2010 Defining similarity and congruence in terms of transformations Quantities-variables-functions-modeling Number-expression-equation-function Modeling

  19. Standards for Mathematical Practice “The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.” (CCSS, 2010)

  20. Underlying Frameworks National Council of Teachers of Mathematics 5 ProcessStandards • Problem Solving • Reasoning and Proof • Communication • Connections • Representations NCTM (2000). Principles and Standards for School Mathematics. Reston, VA: Author.

  21. Conceptual Understanding Strategic Competence Productive Disposition Adaptive Reasoning Procedural Fluency Underlying Frameworks Strands of Mathematical Proficiency NRC (2001). Adding It Up. Washington, D.C.: National Academies Press.

  22. Strands of Mathematical Proficiency • Conceptual Understanding– comprehension of mathematical concepts, operations, and relations • Procedural Fluency– skill in carrying out procedures flexibly, accurately, efficiently, and appropriately • Strategic Competence– ability to formulate, represent, and solve mathematical problems • Adaptive Reasoning– capacity for logical thought, reflection, explanation, and justification • Productive Disposition– habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy.

  23. 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.

  24. The Standards for Mathematical Practice Take a moment to examine the 8 Standards for Mathematical Practices. How do the Strands of Mathematical Proficiency and the Standards of Mathematical Practice align?

  25. Mathematical Practices

  26. The Standards for [Student] Mathematical Practice What are the verbs that illustrate the student actions for your assigned mathematical practice? Circle, highlight or underline them for your assigned practice… Discuss with a partner: What stands out?

  27. The Standards for [Student] Mathematical Practice SMP1: Explain and make conjectures… SMP2: Make sense of… SMP3: Understand and use… SMP4: Apply and interpret… SMP5: Consider and detect… SMP6: Communicate precisely to others… SMP7: Discern and recognize… SMP8: Notice and pay attention to…

  28. Activity Take a moment and read the Standard of Mathematical Practice you were given. Note the following on a piece of paper: • What are the most important words and/or phrases in the standard? • What would students be doing? • What would math instruction look like? Please be prepared to share out.

  29. The Standards for [Student] Mathematical Practice On a scale of 1 (low) to 6 (high), to what extent is your school/district promoting students’ proficiency in the practice you discussed? Evidence for your rating?

  30. Standards for Mathematical Practice in a Classroom McDonald’s Claim Wikipedia reports that 8% of all Americans eat at McDonalds every day. 310 million Americans and 12,800 McDonalds… Do you believe the Wikipedia report to be true? Create a mathematical argument to justify your position.

  31. McDonald’s Claim Problem • Which mathematical practices are needed to complete the task? • What mathematics content is needed to complete the task?

  32. Thinking about Next Year What changes to instructional practice could be made to address the Standards of Mathematical Practice without changing content? How could you support these changes?

  33. Coming Up… 12:30 pm: English/Language Arts Have a great lunch! Thank you for your time!

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