- 90 Views
- Uploaded on
- Presentation posted in: General

NCDPI Curriculum and Instruction Division K – 12 Mathematics

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

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

NCDPI

Curriculum and Instruction Division

K – 12 Mathematics

- Assessment
- Shifting Professional Development
- Three Mathematical Shifts
- Focus on “Focus”
- Time for Math
- Developing and Implementing Resources

ASSESSMENT

North Carolina written tests aligned to the

COMMON CORE State Standards

will be administered.

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.

2 points: YNYN

1 point: YNNN, YYNN, YYYN

0 point: YYYY, YNNY, NNNN, NNYY, NYYN, NYNN, NYYY, NYNY, NNYN, NNNY, YYNY, YNYY

How did you become an effective teacher?

Where did this occur?

“The most powerful influence on students’ learning is the quality of the teacher.”

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

Traditional forms of PD:

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

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

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

Professional development should be

- primarily school based and integral to the school operations.

Phi Delta Kappan, 2005

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

Impact on teachers’ use of instructional practices to elicit student thinking

- Teacher content knowledge,
- Teachers’ use of representations in instruction,
- Teachers’ focus on mathematics reasoning in instruction
- Student achievement

Garet et al., 2010

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?

- Know and articulate the major work of your grade level or course.
- Experience and become familiar with rich lessons that go deeper into content.

Focus

Coherence

Rigor

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.

- Identify clusters/standards as either
- major work of the grade level
- supporting work of the grade level
- additional work of the grade level

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.

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

Types of Math Problems Presented

How Teachers Implemented

Making Connections Math Problems

- Selecting and Setting up a Mathematical
- Task
- Supporting Students’ Exploration of the
- Task
- Sharing and Discussing the Task

- NCTM’s Navigation Series

Until we

meet again

- Performance metrics

www.ncdpi.wikispaces.net