NCDPI Curriculum and Instruction Division K – 12 Mathematics

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“ FOCUS ” on CCSS-M Spring 2012 RESA 6 – 12 Mathematics Robin Barbour Johannah 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 ”

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### “FOCUS” on CCSS-MSpring 2012 RESA6 – 12 MathematicsRobin Barbour Johannah Maynorwww.ncdpi.wikispaces.net

NCDPI

Curriculum 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
2012 – 2013 and 2013 – 2014 School Years

North Carolina written tests aligned to the

COMMON CORE State Standards

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).

a.

Which of the following represents 2/5?

b.

c.

d.

1a.

ο Yes ο No

For numbers 1a – 1d, state whether or not each figure has 2/5 of its whole shaded.

ο Yes ο No

1b.

ο Yes ο No

1c.

ο Yes ο No

1d.

“Turn and Talk”

This item is worth 0 – 2 points depending on the responses. What series of the yes and no responses would give a student:

2 points? 1 point? 0 points?

1a.

ο Yes ο No

For numbers 1a – 1d, state whether or not each figure has 2/5 of its whole shaded.

ο Yes ο No

1b.

ο Yes ο No

1c.

ο Yes ο No

1d.

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

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

• Workshops
• Conferences
• Presentations
• Courses (daily challenges of teaching)

http://www.pdkintl.org/research/rbulletins/resbul27.htm

Key Points

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.

Phi Delta Kappan, 2005

Key Points

Professional development should be

• primarily school based and integral to the school operations.

Phi Delta Kappan, 2005

Key Points

Professional development should provide

• opportunities to engage in developing a theoretical understanding of the knowledge and skills to be learned.

Phi Delta Kappan, 2005

“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 achievement

Garet et al., 2010

What Works?

Effective Teacher Development

• Collaboration
• Coaching
• PLCs

Steve Leinwand, 2012

“Turn and Talk”
• What PD have you done that is successful?
• What concerns do you have about implementing PD?
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 Shifts

Focus

Coherence

Rigor

A focus on “FOCUS”

• Discuss the three topics provided for each grade level.
• Decide which of the three should not receive intense focus at the indicated grade.
• Identify clusters/standards as either
• major work of the grade level
• supporting work of the grade level
A Recursive View of Some Common Functions

3, 7, 11, 15…

Now - Next

3, 12, 48, 192…

Standards for Mathematical Practices

• Make sense of problems and persevere in solving them.
• Reason abstractly and quantitatively.
• Construct viable arguments and 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.

“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

Types of Math Problems Presented

How Teachers Implemented

Making Connections Math Problems

Thinking Through a Lesson Protocol(TTLP)
• Selecting and Setting up a Mathematical