BBCC News

1. BBCC News Becky & Bonnie on the Common Core OCTM 2012 Friday, October 19, 8:00-9:00

3. Something to Keep You Busy

4. These 4 cows are in a rectangular pen as show. Draw 3 straight lines to indicate how you could built 3 straight line fences to separate the cows in to individual pens.

5. These 5 cows are in a rectangular pen as show. Draw 3 straight lines to indicate how you could built 3 straight line fences to separate the cows in to individual pens.

6. Draw 4 lines that connect the noses of the 9 cows without lifting your pencil c

7. Something in Common… The Common Core State Standards are intended to be common for all states designed to spell out the academic knowledge and skills all students need at each grade level to be ready for college and careers by the time they leave high school meant to replace the standards states had developed on their own over the past two decades. In Ohio, the Common Core State Standards have morphed into … Ohio’s New Learning Standards /

8. Two Common Reactions • Resignation – veteran teachers … “I’ll just shut my door and hope it goes away.” -- Typical behavior includes • skeptical eyebrow raising, • arm crossing, • silence, and • the consumption of an exceptional amount of coffee especially in meetings about the Common Core.

9. Fear – younger, untenured teachers – “I’ll just do whatever I’m told.” Typical behavior includes • nervous smiling, • fidgeting, • unblinking eyes, and • stealth texting especially in meetings about the Common Core a Core Ninja: Mastering the Common Core Standards created by CoreStand www.corestand.com

10. To dispel both of these responses by using humor and what we know about good teaching to talk about these “new” standards Our goal

11. It’s important to remember Good teaching is still good teaching.

12. Characteristics • Articulated progressions of topics and performances that are developmental and connected to other progressions • Conceptual understanding and procedural skills stressed equally • Fewer and more rigorous. • Aligned with college and career expectations • Rigorous content and application of higher-order skills.

14. Emphasis on Higher Order Thinking Skills Lower Order Thinking Skills to Higher Order Thinking Skills Or LOTS TO HOTS

15. New Blooms Cochrane Collegiate Academy (2011) in Higher Order Questions, www.edutopia.org

16. Pohl, Michael. Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking.

17. Pohl, Michael. Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking.

19. Essential Questions

20. Essential questions are questions that probe for deeper meaning and set the stage for further questioning. Essential questions foster the development of critical thinking skills and higher order capabilities such as problem-solving and understanding complex systems.

21. Examples • Functions and Algebra • What predictions can the patterns or relationships support? • Data, Statistics and Probability • How does the type of data influence the choice of graph?

22. Write an essential question for a concept or skill you plant to teach next week.

24. 5 Tech-Friendly Lessons to Encourage Higher Order Thinking THE Journal http://thejournal.com/Articles/2012/09/24/5

25. 1. One Minute, One Take • students work in small groups to identify a topic that can be explained or summarized in one minute. • Once the topic is identified, students analyze the information, evaluate what critical information must be incorporated into the one minute summary or explanation, and create a video in one take.

26. 2. Look Carefully! • Infographics--a visual representation of information or data designed to show complex information quickly and clearly--are useful because they reduce lots of content into a readily understood format. However, it’s easy to use charts, graphs, and other visual representations to distort facts.

29. One way to become a more discerning reader of infographics is to create one. In this activity, students work in small groups to create an infographic on a topic of their choice. In the process they: research a topic to gather data they verify as being accurate and current; decide how the data will be presented (e.g., charts, timelines, Venn diagrams, etc.); choose design elements (color scheme, font type, size, and style); and, assemble the infographic using Excel and MS Word.

30. 3. Listen Up! Students work in pairs or small groups to create a podcast. Limit early projects to about three minutes. Once they are using a free audio recording app such as Audacity. • Students work collaboratively to conduct research, write a script, record the podcast, and review their final product – on a topic they choose or you assign.

31. 4. Thinking Out Loud A screencast is a recording of what’s happening on a computer or tablet screen and typically includes audio. The technique is often tapped to create software tutorial videos, but with a plain background, it’s also possible to use images or live drawings to explain or demonstrate something.

32. Challenge students to create a video tutorial that demonstrates a skill or explains a basic concept using a screencasting app (e.g., Screen Chomp, ShowMe, or Educreations for iPad) or screencasting program for a laptop (e.g., Jing or Screencast-O-Matic). Instead of scripting the video, ask the student narrator to outline basic steps in the process being covered and then describe out loud what he or she is doing during the demonstration or explanation.

34. 5. Photo Stories Based on a Flickr group, Five Photo Stories tell tales using five images with no supporting text or audio, aside from the story title. The images can be found online, but it’s usually easier for students to take their own photos.

35. The guidelines on the Flickr group site suggest that storytellers use the following structure. Visit the Five Photo Story Education Group. • Photo 1: Establish character(s) and setting • Photo 2: Create a situation where multiple actions might occur • Photo 3: Engage the character(s) in the situation... • Photo 4: Build toward a likely outcome • Photo 5: End with a surprising--but logical--finish

37. How can I cope? • Stay an active member of OCTM •  Join an OCTM affiliate (see OCTM website for contact info) •  Talk to other mathematics teachers in your department, your building, your district. •  Attend as much professional development as you can.

38. Get to know your curriculum director well and don’t hold back on the questions you want to ask. • Join an OCTM SIG (Special Interest Group)

39. Bookmark and use these websites: • www.ohioctm.org • www.education.ohio.gov (from ODE, correlation to CCSS, samples of student work, etc.) • www.ohiorc.org (Ohio Resource Center, lessons for all levels, only best or promising practice, rich tasks, and trade book lessons) • www.insidemathematics.org (tools for educators)

40. www.mathedleadership.org (tasks, sample assessments, and more) • www.map.mathshell.org (work in progress…some H.S. lessons, tasks w/ rubric, some scored and unscored student work) • www.analyzemath.com (K-12 tutorials, applets, and more)

41. Connecting Cows Puzzle • Think Outside the Box c

43. Teach Well! • Becky Maggard • rmaggard@woh.rr.com • Bonnie Beach • blbeach@usi.edu