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Revising Curriculum Maps & A FAL Scale-Up: Part 1

Revising Curriculum Maps & A FAL Scale-Up: Part 1. Seth Hunter KDE Mathematics Specialist, KCTM President. February Math Meeting. Participants treated as grade-band representatives Identify “Big Ideas” within grade-bands After the meeting:

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Revising Curriculum Maps & A FAL Scale-Up: Part 1

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  1. Revising Curriculum Maps& A FAL Scale-Up: Part 1 Seth Hunter KDE Mathematics Specialist, KCTM President

  2. February Math Meeting • Participants treated as grade-band representatives • Identify “Big Ideas” within grade-bands • After the meeting: • Collect samples of district colleagues’ lessons and assessments addressing these big ideas

  3. March Math Meeting • Share, compare, and evaluate “Big Idea” lessons and assessments • Work in district teams to discuss whether maps adequately address “Big Ideas” • 2011 – 12 (Planned vs Reality) • 2012 – 13

  4. Big and Little Ideas in KCASM/ CCSSM ovecisln.wikispaces.com

  5. A FAL Scale-Up: Part 1 • Describe what makes a FAL effective • Describe some of the supports needed to help teachers successfully implement FALs • Describe some of the successes and challenges real teachers and districts have encountered in this work

  6. A FAL Scale-Up: Part II Jennifer Barrett, Kenton County walking the walk of scale-up

  7. FAL Spillovers • Feedback for Learning and Student Self-Assessment • Henry High • Cooperative Learning, Orchestrating Discussions • Grant Middle and High • Eastside Middle • Spencer Middle

  8. Surprises • “[Students] did more on their own than [the classroom teacher] expected.” • [Classroom teachers] did more on their own than [classroom teachers] expected.

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