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Via Telephone: US/Canada: 877-668-4490 Meeting ID: 669 137 054. Streaming audio through your computer ’ s speakers. New Resources for Illustrating the Standards for Mathematical Practice. Today ’ s Webinar will begin shortly. There are TWO ways to hear the audio portion of this webinar :.

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  1. Via Telephone: US/Canada: 877-668-4490Meeting ID: 669 137 054 Streaming audio through your computer’s speakers • New Resources for • Illustrating the Standards for Mathematical Practice Today’s Webinar will begin shortly There are TWO ways to hear the audio portion of this webinar: Sponsored by: A recording of today’swebinar will be available at: http://www.carnegielearning.com/webinarshttp://www.mathedleadership.org/events/webinars.html

  2. National Council of Supervisors of Mathematics New Resources for Illustrating the Standards for Mathematical Practice www.mathedleadership.org

  3. Presenters Suzanne Mitchell, NCSM President Valerie Mills, Central 1 Regional Director & Project Director

  4. Special thanks to Carnegie Learning for their ongoing support of NCSM! http://www.carnegielearning.com/

  5. Join us in thanking theNoyce Foundationfor their generous grant to NCSM that made this series possible! http://www.noycefdn.org/

  6. Today’s Goals • Familiarize you with NCSM ‘s Illustrating the Standards for Mathematical Practice series • Explore possible uses for leaders of these resources to enhance your presentations with different audiences.

  7. Standards for Mathematical Practice Mathematical facts and procedures—the Content part of what we teach—are the results of the application of mathematical habits of mind reflected in the Practices. For that reason, fidelity to the way mathematics is made and used—a big part of the intent of the Mathematical Practices, requires that the Content be taught through the Practices. That way, the connections are real—integrated rather than interspersed. http://thinkmath.edc.org/index.php/Differences_between%2C_and_connections_between%2C_Content_and_Practice_standards

  8. Driving Questions • How can I support my teachers’ understanding of the CCSS Mathematical Practices? • In particular, where can I go to find tasks, video, and other resources to help teachers implement the CCSS Practices in their classrooms? 9

  9. Illustrating the Standards for Mathematical Practice

  10. Series Design Features Each module is designed to support the exploration of two or more of the CCSS Mathematical Practices. The modules are: • designed to help teachers deepen their understanding of the practices and implement them in their classrooms • situated in classroom practice, • anchored by a high demand mathematical task, • presented in power point format with slide annotations on the Notes pages to support facilitation • 1.5 to 3 hours in length, • designed to be used individually or in combination

  11. www.insidemathematics.org/

  12. Professional Learning Design Each session: • focuses on two or more of the practices • provides an exploration to guide deeper understanding of the practices • provides for the transfer of new ideas into classroom practice 13

  13. Professional Learning Design Each session: • focuses on two or more of the practices • provides an exploration to guide deeper understanding of the practices • provides for the transfer of new ideas into classroom practice 14

  14. Professional Learning Design Each session: • focuses on two or more of the practices • provides an exploration to guide deeper understanding of the practices • provides for the transfer of new ideas into classroom practice 15

  15. Professional Learning Design Each session: • focuses on two or more of the practices • provides an exploration to guide deeper understanding of the practices • provides for the transfer of new ideas into classroom practice “Whole Group Discussion: Depending on available time, consider selecting two or three papers with interesting solution strategies and or representations to share with participants before you begin the discussion of question 3.” 16

  16. Professional Learning Design Each session: • focuses on two or more of the practices • provides an exploration to guide deeper understanding of the practices • provides for the transfer of new ideas into classroom practice “Select a typical task from your materials and design a lesson it so that it offers…” 17

  17. Professional Learning Design Each session: • focuses on two or more of the practices • provides an exploration to guide deeper understanding of the practices • provides for the transfer of new ideas into classroom practice 18

  18. Illustrating the Standards for Mathematical Practice

  19. The National Council of Supervisors of Mathematics The Common Core State Standards Illustrating the Standards for Mathematical Practice: Problem Solving Across The Grades www.mathedleadership.org

  20. Problem Solving from NCTM’s Principles and Standards for School Mathematics “Problem solving means engaging in a task for which the solution method is not known in advance. In order to find a solution, students must draw on their knowledge, and through this process, they will often develop new mathematical understandings.” NCTM (2000). Principles and Standards for School Mathematics. Reston, VA: Author. (p. 52)

  21. Problem Solving from NCTM’s Principles and Standards for School Mathematics “Students should have frequent opportunities to formulate, grapple with and solve complex problems that require a significant amount of effort and should be encouraged to reflect on their thinking.” NCTM (2000). Principles and Standards for School Mathematics. Reston, VA: Author. (p. 52)

  22. Problem Solving In Your Classroom What opportunities do your students currently have to grapple with non-routine complex tasks and to… …. reflect on their thinking and consolidate new mathematical ideas and problem solving solutions?

  23. Problem Of the Month (POM) POM is a strategy for engaging students across a range of grade levels within a school or district in problem solving. This is done using a series of related, leveled, non-routine, and challenging tasks. Here is how it works: • Students in grade x and grade x + 1 work on the first of a series of leveled tasks. • Then students in grade x + 1 show students in the next grade, x + 2, what they were able to do with the first task and together try to expand/enhance their solutions. Next students move on to the next level of task. • And so on…

  24. www.Inside Mathematics.org http://www.insidemathematics.org/index.php/tools-for-teachers/problems-of-the-month Problem of Month! Brian Cooper Vallemar School Grades 7 and 8

  25. Student Activity Logs http://www.insidemathematics.org/index.php/tools-for-teachers/problems-of-the-month Problem of Month! Vallemar School Grades 4 - 8

  26. Illustrating the Standards for Mathematical Practice

  27. The National Council of Supervisors of Mathematics The Common Core State Standards Illustrating the Standards for Mathematical Practice: Problem Solving and Precision www.mathedleadership.org

  28. Exploring QuadrilateralsDoing Mathematics The kite manufacturer only builds quadrilateral kites. But, the company doesn’t only make kites according to the mathematical definition. The manufacturer can make any type of convex quadrilateral . Manufacturer's Problem: Every time an order comes in she needs to figure out how to make the kite. This is not efficient.

  29. Exploring QuadrilateralsPreparation for Problem Solving Teachers’s Overview… http://www.insidemathematics.org/index.php/classroom-video-visits/public-lessons-properties-of-quadrilaterals/297-properties-of-quadrilaterals-tuesday-introduction-part-a

  30. Exploring QuadrilateralsTask as Set Up In the clips you watched during the task facilitation, the teacher chose to be explicit about the “investigative process.” In what ways could this instructional move support perseverance and/or precision within a problem solving context? What might the teacher achieve by incorporating this instructional move? What other instructional moves did your facilitator model that supported perseverance and precision?

  31. Exploring QuadrilateralsImplications for Instruction Take a few minutes to reflect on the instructional strategies discussed today. • Which of these strategies would you like to integrate into your own toolbox for instruction to promote problem solving and precision? • What could you do to prepare yourself and your students to interact with mathematics in similar ways?

  32. Where and with Whom might we use these modules? • Department/staff • Grade level/course • PLC’s • Administrative • Parent • Board of Education • Community

  33. Connecting to Your Practice Talk with a colleague or write some thoughts: • Which audiences in your settings might be right for these professional learning materials? • What additional support might you find useful from NCSM? 34

  34. 2012 NCSM Annual Conference "Life, Liberty, and Mathematics for All: NCSM Leads the Way" Illustrating the CCSS Standards for Mathematical Practices – NCSM Professional Development Materials to Deepen and Extend Teachers Understanding and Use of the Practices April 23-25, 2012 
 Philadelphia, Pennsylvania Aimee Evans Valerie Mills 35

  35. Development Team Geraldine Devine, Oakland Schools, Waterford, MI Aimee L. Evans, Arch Ford ESC, Plumerville, AR Dana L. Gosen, Ph.D., Oakland Schools, Waterford, MI Linda K. Griffith, Ph.D., University of Central Arkansas Cynthia A. Miller, Ph.D., Arkansas State University Valerie L. Mills, Oakland Schools, Waterford, MI Susan Jo Russell, Ph.D., TERC, Cambridge, MA Deborah Schifter, Ph.D., Education Development Center, Newton, MA Nanette Seago, WestEd, San Francisco, California

  36. Join us in thanking theNoyce Foundationfor their generous grant to NCSM that made this series possible! http://www.noycefdn.org/

  37. Mathedleadership.org Click here

  38. mathedleadership.org/ccss/materials.html

  39. mathedleadership.org/ccss/materials.html Scroll down to here

  40. NCSM www.mathedleadership.org • Suzanne Mitchellsuzmitch@comcast.net • Valerie Mills valerie.mills@oakland.k12.mi.us • http://www.mathedleadership.org/ccss/materials.html Slide 41

  41. Other NCSM Resources

  42. Mathematics Assessment Project (MAP) http://map.mathshell.org.uk/materials

  43. Mathematics Assessment Project (MAP) http://map.mathshell.org.uk/materials • 20 ready-to-use Lesson Units for Formative Assessment for high school cross referenced to CCSS content and practices standards. (ultimately 20 per grade 7-12) • Draft summative assessments, aimed at “College- and Career-Readiness,” presented in two forms: • a Task Collection with each task cross-referenced to the CCSS, and • a set of Prototype Test Forms showing how the tasks might be assembled into balanced assessments. • Professional learning modules are under development

  44. MAP Formative Assessment Lessons • Assessment task, individual work (15 min) • Teacher reviews work, creates questions to improve solutions • (Whole group discussion) • Partner or small group task to increase understanding, address misconceptions • Debriefing discussion • Revision of work on original assessment

  45. The Illustrative Mathematics Projectillustrativemathematics.org • Hyperlinked CCSS • Developing a complete set of tasks for each standard • Range of difficulty • Simple illustrations of single standards to complex tasks spanning many standards. • Provide a process for submitting, discussing, reviewing, and publishing tasks. • Launch Team: Phil Daro, William McCallum (chair), Jason Zimba

  46. Tools for the Common Core Standardscommoncoretools.wordpress.com

  47. Coaching CornerResources for Mathematics Specialist • NCSM has a new section on their website—Coaching Corner: Resources for Mathematics Specialists. • The resources on the website are designed to support the work of mathematics specialist and leaders of coaching programs. • NCSM will launch this new resource at the 2012 Annual Conference in Philadelphia, April 23-26, 2012

  48. Coaching CornerResources for Mathematics Specialist Resources that you will find on Coaching Corner include: • Resources for mathematics specialist and leaders of coaching programs • Theses resources are organized by various topics and provide a description of the resource and a brief guide for how the resource could be used to develop Stage 1, 2, and/or 3 Leadership NCSM, PRIME Leadership Framework (2008, page 2) • Questions and answers • Links to helpful sites and tools • Professional learning opportunities • Types and examples of coaching programs

  49. Mathedleadership.org

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