Shifts that Support Teaching, Learning, and Monitoring Student Progress in Mathematics

1. Shifts that Support Teaching, Learning, and Monitoring Student Progress in Mathematics

2. Session Objective Explore the role of the Standards for Mathematical Practice in Common Core aligned instruction and consider how we collect and share data about student progress.

3. The Standards for Mathematical Practice • MP.1 Make sense of problems and persevere in solving them. • Content: • Multiple approaches to problem solving • Toolbox of strategies from which to draw • Engagement: • Persistence • Risk-taking

4. Group Tasks • Read the MP and A Story of Units examples • As a group, discuss: • 1. A simplified name for the MP • 2. What the MP asks in terms of content and engagement • 3. Teaching practices that could be “normalized” or intentionally excluded to support it • Chart the results of your discussion

5. Sample Chart • MP.1: Make sense of problems and persevere in solving them • Simplified: Don’t give up on tricky problems • Content: Multiple approaches to problem solving, toolbox of strategies from which to draw • Engagement: Persistence, risk-taking Normalized Excluded • xxxxx • xxxxx • xxxxx • xxxxx • xxxxx • xxxxx • xxxxx • xxxxx

6. Chalk Talk What does this mean for Common Core aligned teaching and learning at my school/district?

7. Student Progress Discuss with your table group: What does/doesn’t the report card tell you about the student as a mathematician? What questions does this raise for you?

8. Revisions What are 3-5 characteristics of a high quality tool for reporting student progress with Common Core aligned mathematics?

9. Moving Forward • What do we need to do? • What do they need to do? • What do I need to do to help us/them get there?

10. Session Objective Explore the role of the Standards for Mathematical Practice in Common Core aligned instruction and consider how we collect and share data about student progress.