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February 2016

Global Neutral 01001a Global Warm Neutral d3d1c8 Global Accent On Dark ffbf00 Global Accent on Light ff9800 Global Accent Alt 97c410 ELA - Coral ff5147 Math 009f93 Leadership 7872bf. Leadership Pathway: Focus in Grades 6–8. February 2016.

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February 2016

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  1. Global Neutral 01001a Global Warm Neutral d3d1c8 Global Accent On Dark ffbf00 Global Accent on Light ff9800 Global Accent Alt 97c410 ELA - Coral ff5147 Math 009f93 Leadership 7872bf Leadership Pathway: Focus in Grades 6–8 February 2016

  2. FOCUS IN GRADES 6–8Introduction: Who I Am • Name 1 Insert photo

  3. FOCUS IN GRADES 6–8At a Glance LEARNINGCONTENT

  4. FOCUS IN GRADES 6–8Focus Session Objectives: • Participants will be able to identify the major work of the grade • Participants will be able to evaluate tasks for alignment to standards • Participants will be able to observe and coach the focus shift in teacher practice Agenda: • Opening and Activator • Framing the Challenge • Task Analysis • Observing for Focus • Summary and Reflection

  5. FOCUS IN GRADES 6–8We Will… • Go deeper on standards and shifts and see how they play out in school • Examine standards-aligned resources • Doa lot of math problems • Practice standards-based observations, including: • How to best prepare before going into classrooms • What to look for when in a classroom • Questions to ask when following up with a teacher or leader • Think about how what we are learning impacts what we will do in school

  6. FOCUS IN GRADES 6–8 Norms that Support Our Learning • Take responsibility for yourself as a learner • Honor timeframes (start, end, activity) • Be an active and hands-on learner • Use technology to enhance learning • Strive for equity of voice • Contribute to a learning environment where it is “safe to not know”

  7. FOCUS IN GRADES 6–8 Feedback on Feedback

  8. FOCUS IN GRADES 6–8 A Synectics Activity How is Mathematics like English Language Artsand Literacy?

  9. FOCUS IN GRADES 6–8 Time for a Classroom Visit Think about how you normally prepare to observe a math lesson. What do you check in advance? What are the go-to tools you use? Watch the video. Treat the video as instruction in one of your classrooms. Capture the evidence that you observe in writingso you can provide low-inference feedback later. Consider feedback. What points of feedback would help this teacher grow in terms of instruction of mathematics?

  10. FOCUS IN GRADES 6–8 Informal Classroom Observation

  11. FOCUS IN GRADES 6–8 Turn & Talk With a partner, discuss what you observed, the evidence you captured and the questions you have for Ms. Smith.

  12. FOCUS IN GRADES 6–8Framing the Challenge NAEP Grade 12 - 2013

  13. FOCUS IN GRADES6–8National Mathematics Advisory Panel “A focused, coherent progression of mathematics learning, with an emphasis on proficiency with key topics, should become the norm in elementary and middle school mathematics curricula. Any approach that continually revisits topics year after year without closure is to be avoided. By the term focused, the Panel means that curriculum must include (and engage with adequate depth) the most important topics underlying success in school algebra…Improvements like those suggested in this report promise immediate positive results with minimal additional cost.”

  14. FOCUS IN GRADES6–8Look at the Standards for Your Grade What do you notice about the major content for your table’s grade level? How do the standards at your grade level lead to student success in algebra later?

  15. FOCUS IN GRADES6–8 Before We Start: Orienting to the Organization of the Math Standards 6.RP.A.1 6: grade level RP: domain: Domains are larger groups of related standards. Standards from different domains may sometimes be closely related. Domains generally go across multiple grade levels. A: cluster: Clusters summarize groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject. 1: standard number: Standards define what students should understand and be able to do.

  16. FOCUS IN GRADES 6–8Quick Review Domain Grade Level Cluster Standard

  17. FOCUS IN GRADES6–8 Before We Start… Using the App in Math

  18. FOCUS IN GRADES6–8 Before We Start… Using the App in Math

  19. FOCUS IN GRADES6–8 Before We Start… Using the App in Math Swipe back and forth. By swiping, now find standard 3.NBT.A.2 What does NBT stand for? What is is the cluster title for this standard?

  20. FOCUS IN GRADES6–8 Quick Task: Using the App You are in a 7th grade classroom, and students are writing an expression for the sequence of operations in each of the following: • Add 3 to x, subtract the result from 1, then double what you have. b. Add 3 to x, double what you have, then subtract 1 from the result. Navigate the app to find the standard students are likely addressing.

  21. Shift #1: “The Common Core calls for greater focus in mathematics. Rather than racing to cover many topics in a mile-wide, inch-deep curriculum, the standards ask math teachers to significantly narrow and deepen the way time and energy are spent in the classroom.”

  22. FOCUS IN GRADES6–8 ContentEmphases Guidance from SAP organizes content in terms of major, supporting, and additional content: Major clusters are the highest priority. Supportingclusters are designed to support and strengthen areas of major emphasis. Additionalclusters may not connect tightly or explicitly to the major work.

  23. FOCUS IN GRADES 6–8Your Turn – 5 minutes In table groups, look at your assigned grade level. Identify the major work of the grade. Be prepared to report out your decisions.

  24. FOCUS IN GRADES 6–8Focus in Grade 6

  25. FOCUS IN GRADES 6–8Focus in Grade 7

  26. FOCUS IN GRADES 6–8Focus in Grade 8

  27. FOCUS IN GRADES 6–8 Summary What are the common threads in the Major Work content for grades 6-8? In a middle school, what content topics would you anticipate to observe teachers spending the most time on?

  28. FOCUS IN GRADES 6–8 Task Analysis (Whole Group)

  29. FOCUS IN GRADES 6–8 Protocol Do The Math Discussion Questions: To what grade and standard is the task aligned? Is this part of the major work of that grade? What are the knowledge and skills required to be successful on this task? How does this task connect to the major work in the grades above and below?

  30. FOCUS IN GRADES 6–8 Task 1 Do the Math • Molly runs 1/3 of a mile in 4 minutes. • If Molly continues at the same speed, how long will it take her to run one mile? • Draw and label a picture showing why your answer to part (a) makes sense. Pairs Discuss • To what grade and standard is the task aligned? • Is this part of the major work of that grade? • What are the knowledge and skills required to be successful on this task? • How does this task connect to the major work in the grades above and below?

  31. FOCUS IN GRADES 6–8 Task 2 Do the Math • The number of siblings for a group of sixth grade students is shown below: • 1, 0, 2, 1, 6, 0, 2, 0, 1, 10 • Make a dot plot of the data. • Find the mean and the median of the data. • What does the mean tell you about the data? • Which measure of average (mean or median) do you think best describes the data? Why? Pairs Discuss • To what grade and standard is the task aligned? • Is this part of the major work of that grade? • What are the knowledge and skills required to be successful on this task? • How does this task connect to the major work in the grades above and below?

  32. Observing for Focus

  33. FOCUS IN GRADES 6–8 Observing for Focus Watch the video again. Standard: 6.EE.C.9 Prepare: standards app content emphasis Capture Evidence: What standardsare being taught? Is the instruction addressing the intended standard? Is this part of the major work of that grade?

  34. FOCUS IN GRADES 6–8 Observing for Focus

  35. FOCUS IN GRADES 6–8 After the Observation To what grade and standard is the task aligned? Is this part of the major work of that grade? What are the knowledge and skills required to be successful on this task? How does this task connect to the major work in the grades above and below?

  36. FOCUS IN GRADES 6–8 After the Observation What questions would you now want to ask Ms. Smith?

  37. FOCUS IN GRADES 6–8 Questions that Develop Leading the Conversation: To what grade and standard is the task aligned? Is this part of the major work of that grade? What are the knowledge and skills required to be successful on this task? How does this task connect to the major work in the grades above and below? • If not grade level standards: Why was instruction not addressing grade level standards? What data or other work supports the decision to teach non-grade level standards? If not major work of the grade: How will this chosen standard authentically lead students back to working with math content that is emphasized in this grade?

  38. FOCUS IN GRADES 6–8 Reflection: Focus Think about Common Core implementation. What is the state of curriculum, planning and professional development around Focus? What are some preliminary steps that are needed to improve the state of Focus? In your role, what systems can you access, adjust or initiate? For example: Professional development Planning Observation and supervision

  39. Take a break…

  40. FOCUS IN GRADES 6-8Reference List

  41. FOCUS IN GRADES 6–8 Image Credits Slide 21, 28: https://www.flickr.com/photos/lel4nd/9641281573 Slide 39: https://c2.staticflickr.com/2/1055/3169282245_26e38493db_z.jpg?zz=1

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