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NCDPI Curriculum and Instruction Division K – 12 Mathematics PowerPoint PPT Presentation


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“ FOCUS ” on CCSS-M Spring 2012 RESA 6 – 12 Mathematics Robin BarbourJohannah 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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NCDPI Curriculum and Instruction Division K – 12 Mathematics

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“FOCUS” on CCSS-MSpring 2012 RESA6 – 12 MathematicsRobin BarbourJohannah 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


ASSESSMENT


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…


a.

Which of the following represents 2/5?

b.

c.

d.


With a new twist…


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


Let’s Do Some Math


www.smarterbalanced.org


Time to Reflect


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

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


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?


Time to Reflect


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”

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.


Table of Contents


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


LUNCH


Time to Reflect


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.


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


Can “Good Tasks” Become “Bad Tasks”?


Types of Math Problems Presented

How Teachers Implemented

Making Connections Math Problems


Lesson ComparisonUnited States and Japan


Pledge Plans


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


Universal Design of Learning(UDL)


Time to Reflect


Food for Thought

  • NCTM’s Navigation Series

Until we

meet again

  • Performance metrics


www.ncdpi.wikispaces.net


Time to Reflect


DPI Contact Information


  • Login