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CCRS Implementation Team Meeting 2 – Session 2

Explore elements to create effective math lessons aligned with standards. Understand unit of study, standards selection, content, skills, assessment, and lesson planning. Reflect on balance between procedures and concepts.

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CCRS Implementation Team Meeting 2 – Session 2

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  1. Lesson-Design Elements That Reflect the College-and Career-Ready Standards for Mathematics and the Standards for Mathematical Practice. CCRS Implementation Team Meeting 2 – Session 2

  2. Lesson Study What is a lesson study? • Professional Development process that allows teachers to systematically examine their practice to become more effective.

  3. DR. Tommy Bice on the 5 Absolutes of Education in Alabama

  4. Determining the unit of Study • # 1 - The ESSENTIAL Question • Decide --what is the BIG idea.

  5. Lessons • K-2 – Building Sets of Ten • 3-5 - Patten Block Fractions

  6. # 2-STANDARDS • Select the standards from our Alabama College and Career Standards for Mathematics; (In order to accomplish this, you will need to identify standards or potential standards from each grade level in your grade band)

  7. Content strand across grades: Ex. Number and Operations in Base Ten Domain Cluster “Big Idea” that groups together a set of related standards. Statements that define what students should understand and be able to do at a grade level. Standards

  8. Alabama CCRS Alabama Insight Tool College-and Career-Ready Standards for Mathematics Unpacked

  9. # 3- CONTENT • What do the students need to know? • Consider the NOUNS in the standards. They will inform the tasks

  10. # 4- SKILLS • What do students need to be able to do? • Consider the VERBS in the standards. They will inform the rigor of the task. • How will it be measured? In what way will students be engaged?

  11. Include All Students in Instructional Decisions • Gifted/Talented • Students with Disabilities, English Language Learners, Students with 504 Plans Utilize resources (e.g., Alabama Curriculum Guides) for students not performing at grade level.

  12. Alabama Curriculum Guides

  13. Alabama Curriculum Guides • Designed for students who are not performing at grade level • Include objectives that are prerequisite to the standard and/or break the standard down into smaller instructional units.

  14. Alabama Curriculum Guides • Prepare students for study of the grade-level standards • Allow students to work at individual ability levels • Allow teachers to address the achievement gap

  15. Alabama Curriculum Guides To access Alabama Curriculum Guides: www.alex.state.al.us/specialed Click on Curriculum

  16. # 5- ASSESSMENT • (Pre-Assess First) Ask students what they already know about the topic/concept that is to be taught. • Start with the end in mind. • Formative assessment –during instruction (RtI) • What is the evidence of learning?

  17. Now that you know the pieces

  18. Now that we’ve Identified the What, Let’s look at the How. 1st Half Content Standards: WHAT the students are learning 2nd Half Practice Standards: HOW the students are learning

  19. CCRS Mathematical Practices Lesson-Planning Tool • Describes the intent of the mathematical practice and how it relates to the learning target. • Identifies teacher actions that facilitate the mathematical practice. • Determines evidence that students are demonstrating the mathematical practice.

  20. Let’s take a look at your Lesson. • As you evaluate your lesson, reflect on the following: • How does your lesson target grade level mathematics standards and how were the standard identified? • What is the intent of selected standard(s) for mathematical practice and how does the practice relate to the learning target? • How does your lesson present a balance of mathematical procedures and deeper conceptual understanding of mathematical ideas and concepts? • What changes /additions or deletions would you make based on your learning today?

  21. Next Steps • Before the next quarterly meeting: • Teach your lesson • Collect evidence of student learning (student work, videos, charts) • Share this learning experience with your colleagues

  22. Reflection • How can you use this information (exemplary math lessons and lesson study) with other teachers in your district to improve student learning in mathematics? • What further resources/training would you need to help teachers understand the process of developing math lessons that promote college and career readiness? (e.g., rubrics, selecting math tasks, writing lesson plans, standards for mathematics practice)

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