ncdpi curriculum and instruction division k – 12 mathematics
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“ FOCUS ” on CCSS-M Spring 2012 RESA 6 – 12 Mathematics Robin BarbourJohannah Maynor www.ncdpi.wikispaces.net. NCDPI Curriculum and Instruction Division K – 12 Mathematics. Overview of Today. Assessment Shifting Professional Development Three Mathematical Shifts Focus on “ Focus ” - PowerPoint PPT PresentationTRANSCRIPT
“FOCUS” on CCSS-M
Spring 2012 RESA6 – 12 Mathematics
Robin Barbour Johannah Maynor
www.ncdpi.wikispaces.net
NCDPICurriculum and Instruction Division
K – 12 Mathematics
Overview of Today
• Assessment
• Shifting Professional Development
• Three Mathematical Shifts
• Focus on “Focus”
• Time for Math
• Developing and Implementing Resources
ASSESSMENT
2012 – 2013 and 2013 – 2014
School Years North Carolina written tests aligned to the
COMMON CORE State Standards
will be administered.
Technology and Testing
Content of the North Carolina assessments is aligned to the CCSS-M; however, the technology will not be as sophisticated as in assessments created by the Smarter Balanced Assessment Consortium (SBAC).
Let’s look at a familiar
problem…
Which of the following represents 2/5?
a.
b.
c.
d.
With a new twist…
For numbers 1a – 1d, state whether or not each figure has 2/5 of its whole shaded.
1a.
1b.
1c.
1d.
ο Yes ο No
ο Yes ο No
ο Yes ο No
ο Yes ο No
This item is worth 0 – 2 points depending on the responses. What series of the yes and no responses would give a student:
“Turn and Talk”
2 points? 1 point? 0 points?
For numbers 1a – 1d, state whether or not each figure has 2/5 of its whole shaded.
1a.
1b.
1c.
1d.
ο Yes ο No
ο Yes ο No
ο Yes ο No
ο Yes ο No
Scoring RubricResponses to this item will receive 0 – 2
points, based upon the following:
2 points: YNYN
1 point: YNNN, YYNN, YYYN
0 point: YYYY, YNNY, NNNN, NNYY, NYYN, NYNN, NYYY, NYNY, NNYN, NNNY, YYNY, YNYY
Let’s Do Some Math
Time to Reflect
Shifting Gears….
How did you become an effective teacher?
Where did this occur?
PHI DELTA KAPPA International Research Bulletin
“The most powerful influence on students’ learning is the quality of the teacher.”
http://www.pdkintl.org/research/rbulletins/resbul27.htm
PHI DELTA KAPPA International Research Bulletin
Traditional forms of PD:
• Workshops
• Conferences
• Presentations
• Courses (daily challenges of teaching)
http://www.pdkintl.org/research/rbulletins/resbul27.htm
Key Points
Phi Delta Kappan, 2005
Professional development should involve
• Teachers in the identification of what they need to learn.
• Teachers in the development of the learning opportunity and/or process.
Key Points
Phi Delta Kappan, 2005
Professional development should be
• primarily school based and integral to the school operations.
Key Points
Phi Delta Kappan, 2005
Professional development should provide
• opportunities to engage in developing a theoretical understanding of the knowledge and skills to be learned.
“Despite virtually unanimous criticism of most traditional forms of professional development, these ineffective practices persist.”
Phi Delta Kappan, 2005
Horizon Research
Impact on teachers’ use of instructional practices to elicit student thinking
“But NO Impact on….”
• Teacher content knowledge,
• Teachers’ use of representations in instruction,
• Teachers’ focus on mathematics reasoning in instruction
• Student achievementGaret et al., 2010
What Works?
Effective Teacher Development
–Collaboration
–Coaching
–PLCs Steve Leinwand, 2012
• What PD have you done that is successful?
• What concerns do you have about implementing PD?
“Turn and Talk”
Time to Reflect
Today’s PLC Goals
–Know and articulate the major work of your grade level or course.
–Experience and become familiar with rich lessons that go deeper into content.
Three Mathematical ShiftsFocus
Coherence
Rigor
A focus on “FOCUS”In your PLC:
• Discuss the three topics provided for each grade level.
• Decide which of the three should not receive intense focus at the indicated grade.
Table of Contents
• Identify clusters/standards as either
– major work of the grade level
– supporting work of the grade level
– additional work of the grade level
In Your Groups
LUNCH
Time to Reflect
A Recursive View of Some
Common Functions
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Standards for Mathematical Practices
When planning, ask
“What task can I give that will build student
understanding?”rather than
“How can I explain clearly so they will understand?”
Grayson Wheatley, NCCTM, 2002
Can “Good Tasks” Become “Bad Tasks”?
61
77
84
41
57
69
15 1613
54
24
17
0
10
20
30
40
50
60
70
80
90
100
Australia Czech Republic Hong Kong J apan Netherlands United States
Using ProceduresMaking Connections
31
1618
20 19
59
8
52
4648
37
00
10
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50
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Australia Czech Republic Hong Kong J apan Netherlands United States
Using Procedures
Making Connections
Types of Math Problems Presented
How Teachers ImplementedMaking Connections Math
Problems
Lesson ComparisonUnited States and Japan
The emphasis on skill acquisition is evident in the steps most common in U.S. classrooms
The emphasis on understanding is evident in the steps of a typical Japanese lesson
•Teacher instructs students in concept or skill
•Teacher solves example problems with class
•Students practice on their own while teacher assists individual students
•Teacher poses a thought provoking problem
•Students and teachers explore the problem
•Various students present ideas or solutions to the class
•Teacher summarizes the class solutions
•Students solve similar problems
42
Pledge Plans
Thinking Through a Lesson Protocol(TTLP)
• Selecting and Setting up a Mathematical Task
• Supporting Students’ Exploration of the Task
• Sharing and Discussing the Task
Thinking Through a Lesson ProtocolMathematics Teaching in the Middle School,
October, 2008
Universal Design of Learning
(UDL)
Time to Reflect
Food for Thought
• NCTM’s Navigation Series
Until we meet again
• Performance metrics
Time to Reflect
DPI Contact Information
Kitty RutherfordElementary Mathematics [email protected]
Amy ScrinziElementary Mathematics [email protected]
Robin BarbourMiddle Grades Mathematics [email protected]
Johannah MaynorSecondary Mathematics [email protected]
Barbara BissellK – 12 Mathematics Section [email protected]
Susan HartProgram [email protected]