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Marcia Torgrude TIE K-12 Math Specialist mtorgrude@tie

The Common Core and Cognitively Guided Instruction - How to Promote Deeper Mathematical Understanding. Marcia Torgrude TIE K-12 Math Specialist mtorgrude@tie.net. Outcomes. Build a deeper understanding of the Common Core Standards and Standards of Mathematical Practice

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Marcia Torgrude TIE K-12 Math Specialist mtorgrude@tie

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  1. The Common Core and Cognitively Guided Instruction - How to Promote Deeper Mathematical Understanding Marcia Torgrude TIE K-12 Math Specialist mtorgrude@tie.net

  2. Outcomes • Build a deeper understanding of the Common Core Standards and Standards of Mathematical Practice • Define Cognitively Guided Instruction • Find Connections between SMP and CGI • Practice Math Talks and Doing the Math to Apply the SMP and CGI • Connect the CCSS, SMP and CGI to your Curriculum

  3. Agenda • 8:00-8:15 Math Activity • 8:15-8:30 Introductions • 8:30-9:00 Common Core and SMP Refresher • 9:00-10:30 What is Cognitively Guided Instruction? • 10:30-11:00 SMP and Student Proficiency • 11:00-11:30 How do CGI and the SMP connect? • 11:30-12:30 Lunch • 12:30-1:30 Math Talks to develop mental strategies • 1:30-2:00 Doing the Math – Multiplication-modeling to algorithm • 2:00-2:15 Break • 2:15-3:15 Connecting the CCSS, SMP and CGI to your curriculum • 3:15-3:30 Closure

  4. Common Core Refresher • Person facing screen – gives clues • Person facing away – guesses the word or phrase

  5. Common Core • Reasoning • Tools • Abstract • Precision • Structure

  6. Common Core • Standards of Mathematical Practice • Persevere • Questioning • Concrete • Modeling

  7. Common Core State Standards Number and Operations For Your Grade Level: • What remains the same? • What has changed? • Write the Instructional Focus for your grade Large Group: • What is the progression? SD Common Core Site - http://sdccteachers.k12.sd.us/

  8. What do the SMP Look Like? If we do things well, the teaching and learning will look different! • Focus on your Standard of Mathematical Practice to respond to the questions: • What will the student be doing? • What will the teacher be doing? • Provide an example of an activity or event in the classroom that exemplifies your SMP’s • Post on Chart Paper

  9. I Have …. Who Has • Which SMP did we focus doing this activity? • What content standard would have been the focus here? • Locate the grade level and standards being met with the activity

  10. Defining Cognitively Guided Instruction • Video observations • What is the student saying and doing? • What questions is the teacher asking? • What big ideas do the teachers bring out in their coaching sessions? Children’s Mathematics: Cognitively Guided Instruction, Wisconsin Center for Educational Research, University of Wisconsin-Madison

  11. Break

  12. Defining Cognitively Guided Instruction • Video observation • Record words or phrases that might describe CGI • What questions come to mind as you watch the video? Children’s Mathematics: Cognitively Guided Instruction, Wisconsin Center for Educational Research, University of Wisconsin-Madison

  13. Strategies for Proficiency of the SMP • What are the Strategies for Proficiency? • Did you see these actions in the videos? • Do you use them in your classroom and what were the outcomes?

  14. CGI and SMP Connections Both are how students learn and how teachers guide that process – it is NOT about any one curriculum • Read “10 Things Jordyn’s Math Teacher Needs to Know” • Compare the CGI characteristics and SMP – where are the connections? • What are you already doing in your classroom? • What do you want to begin doing? • Is there one particular characteristic of CGI or SMP you want to focus on, then grow from there?

  15. Math Talks and Questioning Mentally think of a strategy to solve this problem: 61-48

  16. Math Talks and Questioning We grew up knowing ONE algorithm • U.S. focus on a single algorithm had unfortunate results. • Many people did not use this algorithm • Other ways of solving were hidden – not considered the right or acceptable way • Obscured the base ten structure and properties • Focus is on individual digits, not on whole quantities and relationships among quantities • The central learning goal is mastering a series of steps rather than understanding the meaning and use of the mathematical operation • Lost the knowledge students were developing on their own to solve problems • Teachers who want to change have no images from which to draw

  17. Math Talks and Questioning Mentally think of a strategy to solve this problem: 5x14

  18. Math Talks and Questioning • What are the students doing in terms of the SMP? • Where does CGI fit in? • What does this mean for you? • How does the Envision Curriculum support this thinking?

  19. Doing the Math • Building Multiplication Understanding • Base 10 Blocks • Arrays • Expanded number form • Connections to the “traditional” algorithm

  20. Envisions Lesson with CGI and SMP • Select one lesson • What common core standards are being addressed? • What are your learning targets? • What is your big question to begin the lesson? • How would you explicitly use the SMP or CGI in this lesson?

  21. Envisions Lesson with CGI and SMP • Could you do a math talk? • How could students use their own strategies to solve the problem? • What tools will you have available? • Which of the classroom grouping strategies for proficiency could you use? • What questions will you focus on as you work with the students?

  22. Closure • Where do we go from here? • What will you focus on in the coming weeks? • What do you still need as a staff? • Exit Card • Final Reading – “Never Say Anything a Kid Can Say!”

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