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Using the Michigan Focal Points to Guide Instruction and Assessment

Using the Michigan Focal Points to Guide Instruction and Assessment. DACTM Annual Conference November, 2009. Introduction.

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Using the Michigan Focal Points to Guide Instruction and Assessment

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  1. Using the Michigan Focal Points to GuideInstruction and Assessment DACTM Annual Conference November, 2009

  2. Introduction • Looking at the GLCE through a mathematical focus permits teachers to step back from treating the GLCE as a checklist and begin to develop a coherent curriculum that focuses on key mathematical ideas. This session will familiarize participants to the Focal Points and how they are used to guide the MEAP. MDE’s instructional framework will also be introduced and how it can work with the Focal Points to develop a curriculum vision in the classroom.

  3. Agenda • What are the Focal Points (curriculum) • How Focal Points guide MEAP design (assessment) • Focal Points and the MDE Re-imaging Effective Instruction Framework (instruction)

  4. What does a good mathematics curriculum look like? • A curriculum must be focused on important mathematics. • “When instruction focuses on a small number of key areas of emphasis, students gain extended experience with core concepts and skills. Such experience can facilitate deep understanding, mathematical fluency, and an ability to generalize”.

  5. What is a Focal Point? • Curriculum Focal Points • Developed by NCTM • Recommended content emphases for each grade level • Michigan Focal Points • Aligned our GLCE to NCTM Focal Points maintaining as much of the NCTM wording as possible

  6. Focal Points vs. GLCE • Our GLCEs are the endpoints for learning whereas curriculum focal points are areas of instructional focus that “help students learn content that gives them a foundation for increasing their understanding as they encounter richer and more challenging mathematics”.

  7. Focal Points vs. GLCE Focal Points Curriculum and Instruction Expectations

  8. The National Mathematics Advisory Panel • Benchmarks of the Critical Foundations of Algebra • Identify those concepts taught in elementary and middle school that lay the foundation for high school algebra • These are all similar to some of the focal points

  9. The Michigan Focal Points and the MEAP • The MEAP needs to reflect the curricular emphasis implied by the GLCE. • Current factors necessitating changes in MEAP design: • Subject tests given on the same day instead of over a 2-week window for test security reasons means a shortened test • Future core scheduled to be incorporated

  10. The Michigan Focal Points and the MEAP • The solution was to change core and extended designations • Each test needs to have no more than 20 core expectations which are tested with 2 items each • NASL stay NASL • All others are considered extended which are tested with one item and sampled

  11. Connections • What about those topics that don’t align to a focal point? • They are • Laying groundwork for a big idea in a later grade, or • Extending a focus from a previous grade, or • Build relationships among content strands within a grade, or • Connected to a topic in another subject area

  12. Instructional Implications • Help to design instruction around the question, “What are the most important ideas at my grade level?” • Prioritize uses of activities, assessments and other published materials • Support rich, deep appropriate mathematics for every student

  13. Re-Imagining Effective Instruction Framework (REIF) • Research-based instructional practices • Purpose • Immediate and Long-Term Goals • Methodology • User-Friendly Tool for Educators • Relevance • Alignment to the MI School Improvement Framework • NBPTS/MI Educator Standards

  14. Research Included • Education Researchers • Prominent Educators • Policy Consortiums & Think Tanks • Regional Education Labs • Institutions of Higher Education • IES/Federal Government • Fieldwork & Case Studies

  15. Re-Imagining Education What kind of instruction do our students need in the 21st century? • Equity • Technology • Change

  16. The Michigan Focal Points and the MEAP • To be considered core an expectation had to be linked to a focal point so both the assessment and the curriculum will emphasize the same mathematical concepts.

  17. Re-Imagining Effective Instruction Strategies for Instruction Foundations Using Data

  18. Instructional Implications • “It is essential that these focal points be addressed in contexts that promote problem solving, reasoning, communication, making connections, and designing and analyzing representations.”

  19. Putting it altogether • Organize into grade level/span groups • In your groups discuss the following: How might you/your school begin to use the Michigan Focal Points in designing curriculum and instruction to “facilitate learning and assess mastery of the content that comprises one grade level and/or course-specific curriculum?”

  20. Reflection • What impact does instruction that supports a focused curriculum have on time management? • Where might the GLCE fit into your curricular vision and long term planning? Or…

  21. Reflection • What essential understandings and connections do I want my students to have? • What sequence of lessons will I use to promote those understandings and connections?

  22. Contact information For more information on Michigan Focal points: Ruth Anne Hodges hodgesr3@michigan.gov www.michigan.gov/glce www.glce.wikispaces.com For more information on MEAP: Kyle Ward wardk2@michigan.gov www.michigan.gov/meap

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