TACIB

1. TACIB March 18, 2014

2. TACIB GOALS Drawing from research about learning environments that best support increased mathematics and science achievement and improved disposition toward mathematics and science among middle grades Latino, low income, and English learner students, what emerges is a model with three main components that interact and intersect (Figure 1): a dual language approach; opportunities to integrate mathematics and science concepts through hands-on activities; and community engagement involving a strong parent component. This model serves as the basis for the TACIB project and its research questions: • What are the effects of a dual language approach on student achievement in and attitudes toward science and mathematics? • What instructional activities in dual language classrooms facilitate students’ active engagement in learning science and mathematics? • How does parental engagement with dual language teachers and community partners enhance parents’ knowledge of and participation in students’ educational activities?

3. Work Session Goals • Better understand culturally/community relevant curriculum • Better understand the Common Core Mathematics Standards • Collaborate with Partner Teachers on Lesson Development / Curriculum Modification • Continue to build PLC mindset

4. Agenda • Sign in • Updates • Common Core Mathematical Practices • Cultural/Community Relevance • Mathematical Content – Fun with Statistics! • Lesson Development

5. Updates • HTTP://TACIB.WEEBLY.COM • March 21 4:30-6:00 PM, TACIB Mentors/Fellows Seminar • CSU Fullerton, McCarthy Hall 380 • Hand out parking passes • You must park in the Nutwood Parking Structure, Park & Pay zone. • Corner of Nutwood and State College • http://parking.fullerton.edu/_documents/parking/PrintableCampusMap.pdf • Please arrive by 4:15 PM so you have time to park and walk to MH. • Before you come, watch this ten-minute video of a teacher explaining about waves as a disciplinary core idea (DCI) in the NGSS standards: http://www.bozemanscience.com/ngs-ps4a-wave-properties/ • After School Program for 5th and 6th graders has started! • After School PD at Discovery • First session March 27, 4:30-6:30 PM – Dinner is included!! • You will receive an electronic survey from TACIB evaluators. • Bilingual Authorization coursework • Need to schedule intake interview – when? • One course will be face to face – when? • One course will be online – when?

6. brainstorm • Write down as much as you can to describe the habits of doing math or science the typical student has by 8th grade.

7. Standards for Mathematical Practice Mathematically proficient students routinely… make senseof problems and persevere in solving them; reasonabstractly and quantitatively; constructviable arguments and critique the reasoning of others; modelwith mathematics; useappropriate tools strategically; attend toprecision; look for and make use of structure; Look for and express regularity in repeated reasoning.

8. Practices of Science and Engineering • Asking questions (for science) and defining problems (for engineering) • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Constructing explanations (for science) and designing solutions (for engineering) • Engaging in argument from evidence • Obtaining, evaluating, and communicating information “Any education that focuses predominantly on the detailed products of scientific labor—the facts of science—without developing an understanding of how those facts were established or that ignores the many important applications of science in the world misrepresents science and marginalizes the importance of engineering. (NRC Framework 2012, pp. 42-43)”

9. http://www.studentracingchallenge.com/Portals/0/PDF/Curriculum/PracticesVennDiagram.pdfhttp://www.studentracingchallenge.com/Portals/0/PDF/Curriculum/PracticesVennDiagram.pdf

10. Historical-Cultural View of Numeration Systems • Hindu-Arabic Numeration • Decimal place value system w/ unique digits (0 – 9) • Established ~ 500 AD by Arabs and Indians • Possibly influenced by Chinese rod system • Became common in Europe ~ 1400 AD • Numeration and LanguageExample1Example2 • Refresher on decimal (BASE 10) place value system • Read this number: 1,579 • What does each digit represent? • Read this number: 3.14 • What does each digit represent?

11. ACTIVITY: Terminating or Repeating? • When you look at a common fraction, like , can you tell right away whether it will be represented with a terminating decimal or a repeating decimal? • Let’s generate some data to “play” with!

12. From: http://www2.edc.org/mathproblems/problems/printProblems/pgWhenRatnlTerm.pdf

13. Forming & Testing Conjectures • Which of the unit fractions from have terminating decimals? Circle them. What elsedo these have in common? • Share your thinking with a partner or two. • Guess three more terminating unit fractions with denominators between 21 and 99. Turn them into decimals to check whether your guess was correct. • Write these terminating decimals as fractions: 0.1 0.33 0.541 • What do the terminating fractions you’ve found all have in common? Try to write a rule about when a fraction will terminate.

14. Explanation and Extension • Why do some fractions terminate while others repeat? What explains this mathematically? • Extension: Given any fraction that can be represented with a terminating decimal, how can you determine how many decimal places it will have?

15. Connection to Pedagogy • Thinking about how I set up the learning activities today, what might you infer is my belief about how mathematical understanding develops? • What were some specific actions I took to get you into the mathematics of the tasks?

16. Shifting the Focus • Traditional U.S. • How can I teach my kids to get the answer to this problem? • Evaluate answers to determine proficiency. • Common Core/NGSS • How can I use this problem to teach the mathematics or science of this unit? • Examine responses to uncover student thinking and inform next steps pedagogically as all students move toward big idea(s) of a unit.

17. Statistics with Sam!

18. On your own but back by 12:30 PM Lunch break

19. Cultural/Community Relevance: The Tale of Two Noras • Focus on “case study” (pp. 97-110) • FYI, the acronym “MCC” refers to Math in a Cultural Context, a curriculum that was designed with input from Native Alaskan elders to use students’ cultural/community knowledge as a bridge to standard mathematics concepts. • Discuss: How/why Nora was a “genius” in grade 7 and a “D+ student” in grade 8?

20. Connecting to Practice • In what ways do/could your math and science lessons reflect community/cultural relevance? • What strategies do you use to build on students’ cultural ways of communicating and interacting?

21. Culturally/Community Relevant Learning • For more insight into culturally relevant teaching, this book is very accessible and quite good: http://ankn.uaf.edu/publications/handbook/handbook.pdf • This really fits well with the idea of getting information from parents around which to develop curriculummaterials. • There are more links in the e-notebook for today’s session on the Weebly site.

22. Shifting the Focus • Traditional U.S. • How can I teach my kids to get the answer to this problem? • Evaluate answers to determine proficiency. • Common Core/NGSS • How can I use this problem to teach the mathematics or science of this unit? • Examine responses to uncover student thinking and inform next steps pedagogically as all students move toward big idea(s) of a unit.

23. PLC • To create a professional learning community, focus on learning rather than teaching, work collaboratively, and hold yourself accountable for results.

24. Big Idea: Ensuring That Students Learn As the school moves forward, every professional in the building must engage with colleagues in the ongoing exploration of three crucial questions that drive the work of those within a professional learning community: • What do we want each student to learn? • How will we know when each student has learned it? • How will we respond when a student experiences difficulty in learning?

25. Big Idea #2: A Culture of Collaboration • Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture. • What are some ways this is already happening within your site and/or amongst the Teacher Fellows? • How can TACIB help with this?

26. Big Idea #3: A Focus on Results • Professional learning communities judge their effectiveness on the basis of results, not inputs. • Shift from “delivering programs” to specific outcome-focued goals such as, “We will reduce the failure rate in our course by 50 percent.” • What are some ways you’ve already started to do this? • How can TACIB help with this?

27. Math and Science Teaching Resources Math • NCTM’s Illuminations • Yummy Math • MARS tasks Science • NASA’s S’Cool webinars (click to register) – STEM Spanish Immersion Educator PD Series • Based on the S’Cool materials: http://scool.larc.nasa.gov/ • PhETSimulations • http://teacherstryscience.org/ • http://www.crscience.org/educators/practices • National Science Digital Library • Quest Challenges • web-based inquiry science environment (WISE)

28. Curriculum Modification Work GOAL #1: Modify the existing grade 7 (and later grade 8) science and mathematics curriculum so that… • It has stronger cultural/community relevance, • It better reflects principles of CCSSM and NGSS, and • It can be offered in a bilingual (Spanish/English) format Where to start? • Look at the curriculum as a whole and identify units where cultural/community relevant learning and mathematics and/or science learning can overlap. • Parent piece – Armando will begin meeting parents to get their stories of using math and science in day-to-day activities. First session is March 20, 6-8 PM at Price (6th grade DI) • March 26 6:30 PM at Price 5th/6th grade parents of students in after school science program will meet. GOAL #2: For all TACIB Teacher Fellows, no matter what grade you’re teaching, modify curriculum to reflect principles of CCSSM, NGSS, Cultural/Community Relevance.

29. Dates to Remember TACIB Calendar • March 21 4:30-6:00 PM, TACIB Mentors/Fellows Seminar • CSU Fullerton, McCarthy Hall 380 • Hand out parking passes • You must park in the Nutwood Parking Structure, Park & Pay zone. • Corner of Nutwood and State College • http://parking.fullerton.edu/_documents/parking/PrintableCampusMap.pdf • Please arrive by 4:15 PM so you have time to park and walk to MH. • Before you come, watch this ten-minute video of a teacher explaining about waves as a disciplinary core idea (DCI) in the NGSS standards: http://www.bozemanscience.com/ngs-ps4a-wave-properties/ • After School PD at Discovery • First session March 27, 4:30-6:30 PM – Dinner is included!! • You will receive an electronic survey from TACIB evaluators. • Bilingual Authorization coursework • Need to schedule intake interview – when? • One course will be face to face – when? • One course will be online – when?