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Madison City Math Leadership Team

Madison City Math Leadership Team. Grades K-4. To plan how you will train Madison City K-4th grade teachers on ACOS 2010 . He who dares to teach must never cease to learn. John Cotton Dana. Burning Questions. ACOS 2010??? Common Core??? Which are we doing?

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Madison City Math Leadership Team

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  1. Madison City Math Leadership Team Grades K-4

  2. To plan how you will train Madison City K-4th grade teachers on ACOS 2010

  3. He who dares to teach must never cease to learn. John Cotton Dana

  4. Burning Questions • ACOS 2010??? Common Core??? Which are we doing? • What COS are we supposed to teach next year? 2003? 2009? 2010? • When and how will we be tested on the new course of study? • What is critical to teach in my grade? • What are the Standards of Mathematical Practice, and why should I care? • What are learning progressions?

  5. Interview Design • Phase 1: The Interviews • Ask with interest in the response • Record what is said • Probe, as necessary, to get behind thinking • Refrain from making evaluative comments • Notes • Introduce yourselves (name, school, grade) • Four minutes per round

  6. Interview Design • Phase 2: Summarizing Data • Find the other person with your question • Summarize the answers you collected on chart paper • Be prepared to share with the group

  7. Essential Questions • Do your teachers know this? • How can they learn this?

  8. Alabama Explorations Guide: Mathematics ©2010 Wisconsin Cooperative Educational Service Agencies (CESAs) School Improvement ServicesPermission is granted to the Alabama Department of Education for dissemination and use in any whole or part in any form within the Alabama Department of Education region.

  9. The Message (of Explorations training) • Cannot/should not be rushed–a marathon, not a race. • Your LEAs teacher leaders are needed. • Our focus–to learn HOW to explore these standards. • We aren’t exploring all standards today. You will be given a process that can be duplicatedin your school. • We won’t be aligning today–because alignment cannot be done effectively without careful exploration.

  10. Outcomes(for Explorations Training) 1. To understand the foundation of the Alabama College-and Career-Ready Standards 2. To explore the critical focus areas by grade level 3. To explore the grade-level standards 4. To explore mathematical understanding 5. To reflect on implications to your practice

  11. Activity #8 Activity #8: Implications for… • Mathematics Teachers • Special Education Teachers • ELL Teachers • Other Mathematics-Related Content Teachers

  12. Activity #9 Activity #9: Determining Next Steps How will you take this process back to your colleagues for investigations at your school/district? Record your “next steps” in the chart provided.

  13. Outcomes 1. To understand the foundation of the Alabama College-and Career-Ready Standards 2. To explore the critical focus areas by grade level 3. To explore the grade-level standards 4. To explore mathematical understanding 5. To reflect on implications to your practice

  14. Development of Common Core State Standards • Joint initiative of: • Supported by:

  15. The College-and Career-Ready 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 to recognize that standards are not just promises to our children, but promises we intend to keep.

  16. Why are college- and career-ready standards good for students? • College & Career Focus • Consistent • Mobility • Student Ownership

  17. What Is College and Career Readiness? College readiness means students are prepared for credit-bearing academic courses at 2-year or 4-year postsecondary schools. Career readiness means students are prepared to succeed in workforce training programs in careers that: 1) Offer competitive, livable salaries above the poverty line 2) Offer opportunities for career advancement 3) Are in a growing or sustainable industry

  18. How can you ensure that the work in your classroom is preparing students to be ready for essential workforce and college responsibilities?

  19. Interview Question 1 • What is the relationship between ACOS 2010 and the Common Core State Standards?

  20. Which Standards Are In The Course Of Study? + = Alabama Added Content

  21. + Alabama Added Content + Grades K- 12 Grades K-8 Grades 9-12

  22. FOCUS • Identifies key ideas, understandings, and skills for each grade or course • Stresses deep learning (addresses mile-wide, inch-deep issue) • Connects topics and standards within grade or course • Requires applying concepts and skills within same grade or course

  23. FOCUS: Increased Clarity and Specificity “It is important to recognize that “fewer standards” are no substitute for focused standards. Achieving “fewer standards” would be easy to do by resorting to broad, general statements. Instead, these Standards aim for clarity and specificity.” CCSS page 3.

  24. COHERENCE • Provides the opportunity to make connections between mathematical ideas • Occurs both within a grade and across grades • Is necessary because mathematics instruction is not just a checklist of topics to cover, but a set of interrelated powerful ideas

  25. Interview Question 3 What course of study are we responsible for teaching next year?

  26. Interview Question 2 • When and how will we be tested on the new course of study? WHEN? SPRING 2015 ??? HOW?

  27. Interview Question 6 • What are learning progressions, and how do they relate to ACOS 2010?

  28. LEARNING PROGRESSIONS Learning Trajectories – sometimes called learning progressions – are sequences of learning experiences hypothesized and designed to build a deep and increasingly sophisticated understanding of core concepts and practices within various disciplines. The trajectories are based on empirical evidence of how students’ understanding actually develops in response to instruction and where it might break down. Daro, Mosher, & Corcoran, 2011

  29. Learning Progression Framework Starting Point Starting Point Ending Point Ending Point

  30. Progressions Documents • K–5 Measurement and Data • K–5 Number and Operations in Base Ten • K–5 Counting and Cardinality and Operations and Algebraic Thinking • 3-5 Number and Operations – Fractions • 6–7 Ratios and Proportional Relationships • 6–8 Expressions and Equations http://ime.math.arizona.edu/progressions/

  31. Value of Learning Progressions/Trajectories to Teachers • Know what to expect about students’ preparation. • Manage more readily the range of preparation of students in your class. • Know what teachers in the next grade expect of your students. • Identify clusters of related concepts at grade level. • Provide clarity about the student thinking and discourse to focus on conceptual development. • Engage in rich uses of classroom assessment.

  32. Outcomes 1. To understand the foundation of the Alabama College-and Career-Ready Standards 2. To explore the critical focus areas by grade level 3. To explore the grade-level standards 4. To explore mathematical understanding 5. To reflect on implications to your practice

  33. Interview Question 5 • What are the critical focus areas for your grade?

  34. Activity #1 Focus Area Narratives Important descriptions at the beginning of each grade level. • Provide the intent of the mathematics at each grade. • Provide 3-4 critical focus areas for the grade level . • Provide a sense of … • The sophistication for mathematical understanding at the grade level. • The learning progressions for the grade. • Extensions from prior standards. • What’s important at the grade level.

  35. Grade-Level Narrative & Intent Activity #1

  36. Activity #1 Activity #1: Exploring Grade LevelIntent

  37. Grade Level Focus • Make a poster showing the focus areas for your grade

  38. Activity #2 Components of the Mathematics Course of Study Mathematical Practices Standards Mathematical Content Standards

  39. Structure of the Standards Activity #2 ACOS– page 6 Standards for Mathematical Practice • Carry across all grade levels • Describe habits of mind of amathematically expert student • Make sense of problems and persevere in solving them • Reason abstractly and quantitatively • Construct viable arguments & 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

  40. Activity #2 Grade Level Overview Standards for Mathematical Practice are provided in detail on pages 6-8 of the ACOS. The Practices are also listed on each grade’s overview.

  41. Activity #2 K-12 Standards for Mathematical Content Refer to the ACOS • K-8 standards presented by grade level • Organized into domains that progress over several grades • Grades K-8 introductions give 2 to 4 focal points at each grade level • High school standards presented by conceptual category (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)

  42. Structure of the Standards Activity #2 • Content standards define what students should understand and be able to do • Clustersare groups of related standards • Domainsare larger groups that progress across grades Content Standard Identifiers Domain Cluster Statement Cluster Standards

  43. Activity #2 Grade-Level Standards “…grade placements for specific topics have been made on the basis of state and international comparisons and the collective experience and collective professional judgment of educators, researchers, and mathematicians.” (2010 Alabama Course of Study, p.1)

  44. Activity #2 Activity #2: Exploring the Content Standards’ Structure

  45. Activity #4 Exploring Domains • Domains are common learning progressions that can progress across grade levels. • Domains do not dictate curriculum or teaching methods. • Topics within domains are not meant to be taught in the order presented. • Teachers must present the standards in a manner that is consistent with decisions that are made in collaboration with their K-12 mathematics team.

  46. Activity #4 Mathematical Language • Mathematical language may be different than everyday language and other disciplinary area language. • Questions may arise about the meaning of the mathematical language used. This is a good opportunity for discussions and sense making in the ACOS. • Questions about mathematical language can be answered by investigatingthe progression of the concepts in the standards throughout other grades.

  47. Activity #4 Activity #4: ExploringDomains Grade 5

  48. Outline of Grade 3 Math Standards

  49. Interview Question 4 • What are the Standards of Mathematical Practice, and how do they connect to the content standards?

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