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NCDPI Curriculum and Instruction Division K – 12 Mathematics PowerPoint Presentation

NCDPI Curriculum and Instruction Division K – 12 Mathematics

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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

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…

With a new twist…

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?

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

Let’s Do Some Math

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

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

“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.

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.

In Your Groups

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

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

Can “Good Tasks” Become “Bad Tasks”?

Lesson ComparisonUnited States and Japan

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

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