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February 2017

Adapting Curriculum Maps & Intro to Module 5 Grade 4. February 2017. ADAPTING CURRICULUM MAPS (GRADE 4) Welcome Back!. ADAPTING CURRICULUM MAPS (GRADE 4) Introduction: Who I Am. Name 1 Name 2. Insert photo. Insert photo. ADAPTING CURRICULUM MAPS (GRADE 4) Introduction: Who You Are.

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February 2017

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  1. Adapting Curriculum Maps & Intro to Module 5 Grade 4 February 2017

  2. ADAPTING CURRICULUM MAPS (GRADE 4)Welcome Back!

  3. ADAPTING CURRICULUM MAPS (GRADE 4)Introduction: Who I Am • Name 1 • Name 2 Insert photo Insert photo

  4. ADAPTING CURRICULUM MAPS (GRADE 4)Introduction: Who You Are Raise your hand if… • you are a math teacher • you are a math teacher coach • you hold a different role • you teach in a district school • you teach in a charter school • you teach or work in a different type of school or organization

  5. ADAPTING CURRICULUM MAPS (GRADE 4)Thank You for Your Feedback! +

  6. ADAPTING CURRICULUM MAPS (GRADE 4)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 in which it is “safe to not know”

  7. ADAPTING CURRICULUM MAPS (GRADE 4)This Week “Do the math” Connect to our practice

  8. ADAPTING CURRICULUM MAPS (GRADE 4)Sessions Today and Tomorrow • Today • Morning: Adapting the Grade 4 Curriculum Map • Afternoon: Intro to Module 5 • Module Assessments • Decomposition and Fraction Equivalence (Topic A) • Tomorrow • Morning: Adapting and Teaching Lessons • Fraction Equivalence Using Multiplication and Division (Topic B) • Fraction Comparison (Topic C)

  9. ADAPTING CURRICULUM MAPS (GRADE 4)Morning: Adapting the Grade 4 Curriculum Map • Participants will be able to • analyze a curriculum map through the lens of the standards and Shifts. • describe ways of adapting a curriculum map for students below grade level.

  10. ADAPTING CURRICULUM MAPS (GRADE 4)Morning Agenda • Curriculum Map Scavenger Hunt • Adapting a Curriculum Map

  11. ADAPTING CURRICULUM MAPS (GRADE 4)I. Curriculum Map Scavenger Hunt! • You’ll look at • The curriculum map for the year • Titles of each module • The standards associated with each module • (If time) Lessons and assessment items in Modules 1 and 2

  12. ADAPTING CURRICULUM MAPS (GRADE 4)Scavenger Hunt! • Scope and Sequence: • How many modules focus on major work? • How many days of instruction is this? • What percent of the instructional year is this? • Name all modules that include both major work and supporting content. • Name all modules that include primarily additional content. • Beyond! • Find a lesson that begins by engaging students in content from a previous grade. • Find an assessment item that connects a supporting cluster to a major one. • Find a lesson with a learning objective that uses language based on a cluster heading.

  13. ADAPTING CURRICULUM MAPS (GRADE 4)II. Adapting a Curriculum Map • What should our approach be if we have students who are not ready to access grade-level content?

  14. ADAPTING CURRICULUM MAPS (GRADE 4)From the Appendix to Publisher’s Criteria • “The natural distribution of prior knowledge in classrooms should not prompt abandoning instruction in grade level content, but should prompt explicit attention to connecting grade level content to content from prior learning. To do this, instruction should reflect the progressions on which the CCSSM are built…. Much unfinished learning from earlier grades can be managed best inside grade level work when the progressions are used to understand student thinking.”

  15. ADAPTING CURRICULUM MAPS (GRADE 4)What We’re Trying to Avoid: “Blanket Review”

  16. ADAPTING CURRICULUM MAPS (GRADE 4)Percentage of 8th Grade Math Lessons That Were Entirely Review, by Country (1999)

  17. ADAPTING CURRICULUM MAPS (GRADE 4)Adaptation Process: Scope and Sequences Use the progressions to identify prerequisite standards from prior grades for all units. Strategically integrate instruction on prerequisites as needed + X.1, Y.2 + X.1, Z.5 + X.1, Z.5 + Z.2 + X.3 + X.1, Y.5 + X.4, Y.5, Z.6 X = Grade Below Y = 2 Grades Below Z = 3 Grades Below Consider expanding focus on major content where necessary. Major Content Major Content Major Content

  18. ADAPTING CURRICULUM MAPS (GRADE 4)Units and Adaptation Process: Lessons • Adapt lessons to include prerequisite content in the context of grade-level objectives. The prerequisite standards we associate with each unit allow us to adapt lessons and add additional lessons. Consider adding additional lessons that address prerequisite content where necessary and appropriate. 1 2 3 4 7 6 5

  19. ADAPTING CURRICULUM MAPS (GRADE 4)The Three C’s Coherent Content inContext

  20. ADAPTING CURRICULUM MAPS (GRADE 4)Coherent Content

  21. ADAPTING CURRICULUM MAPS (GRADE 4)Now You Try: Adaptation • At your tables: • Look for two modules in Grade 4 that you might spend more time on. Why these modules? • What, in your experience, will students struggle with related to that content? • What are the prerequisite standards you'd use to adapt those modules?

  22. Share Out

  23. SESSION 1 (111M): Rigor– Calibrating Common Core (6 – 8) BREAK Lunch

  24. INTRO TO MODULE 5 (GRADE 4)Sessions Today and Tomorrow • Today • Morning: Adapting the Grade 4 Curriculum Map • Afternoon: Intro to Module 5 • Module Assessments • Decomposition and Fraction Equivalence (Topic A) • Tomorrow • Morning: Adapting and Teaching Lessons • Fraction Equivalence Using Multiplication and Division (Topic B) • Fraction Comparison (Topic C)

  25. INTRO TO MODULE 5 (GRADE 4)Afternoon: Intro to Module 5 in Grade 4 • Participants will be able to • analyze curriculum through the lens of the standards and Shifts. • use the lens of Shifts and increased understanding of focus content to make appropriate curricular adaptations for students who lack the prerequisite skills for grade-level work. • anticipate student misunderstandings and support them instructionally.

  26. INTRO TO MODULE 5 (GRADE 4)Afternoon: Agenda • Assessing the Assessments • Deep Dive: Decomposition and Fraction Equivalence (Topic A) • Essential Understandings • Coherent Content in Context: What Are My Students’ Needs?

  27. INTRO TO MODULE 5 (GRADE 4)I. Assessing the Assessments (Grade 4)

  28. INTRO TO MODULE 5 (GRADE 4)Let’s “Do the Math” for Some Assessment Items End-of-Module Assessment: Grade 4 Questions 2 and 3 Mid-Module Assessment: Grade 4 Question 2 and 4

  29. INTRO TO MODULE 5 (GRADE 4)At Your Table: Assessing the Assessments • For each assessment item: • What standards are evident in this item and how do you know? • What aspects of rigor are highlighted in this item and how do you know? • Also consider: • Compare the mid-module assessment to the end-of-module assessment. How does learning progress across the module?

  30. INTRO TO MODULE 5 (GRADE 4)II. Deep Dive: Topic A • Grade 4: Decomposition and Fraction Equivalence • .

  31. INTRO TO MODULE 5 (GRADE 4)Topic A Overview

  32. INTRO TO MODULE 5 (GRADE 4)Sequence of Content • Protocol: • Complete the exit tickets for Topic A. • Discuss at your table: • The sequence of content. • Examples of rigor. • Examples that exemplify the mathematical practices. • Present your observations to the whole group.

  33. INTRO TO MODULE 5 (GRADE 4)Concept Development Throughout Topic A

  34. INTRO TO MODULE 5 (GRADE 4) At Your Table: Concept Development • Examine the concept development for the lessons in Topic A. • What do you notice? What is the math that students are learning? • What previous understandings do students need to have? • What makes the concept development effective? • How does student understanding build over time?

  35. INTRO TO MODULE 5 (GRADE 4)Problem Set and Student Debrief

  36. INTRO TO MODULE 5 (GRADE 4)At Your Table: Problem Set and Student Debrief Throughout Topic A • Examine the problem sets and student debriefs for the lessons in Topic A. • How do these embody the rigor of the standards? • How do these embody the mathematical practices? • How does the student debrief relate to the problem set?

  37. INTRO TO MODULE 5 (GRADE 4)Fluency Activities Throughout Topic A

  38. INTRO TO MODULE 5 (GRADE 4)At Your Table: Fluency • Examine the fluency activities for the lessons in Topic A. • How do they relate to each other and to the focus content for this module?

  39. INTRO TO MODULE 5 (GRADE 4)Application Problem Throughout Topic A

  40. INTRO TO MODULE 5 (GRADE 4)At Your Table: Application • Examine the application problems for the lessons in Topic A. • How do they relate to each other and to the focus content for this module?

  41. III. Essential Understandings

  42. INTRO TO MODULE 5 (GRADE 4)Essential Understandings Reflect on Topic A: • What is the focus content, and how does instruction support student understanding of it? • What are the essential student learning experiences that support the focus content?

  43. INTRO TO MODULE 5 (GRADE 4) Spotlight: Module 5, Topic A

  44. IV. Coherent Content in Context: What Are My Students’ Needs?

  45. INTRO TO MODULE 5 (GRADE 4) Coherent Content in Context: What Are My Students’ Needs? • Would you add supplementary lessons? Where and on which standards? • How could you adapt the fluency activities to help students access grade-level content? • How could you adapt the application problems to help students access grade-level content? • How could you adapt the concept development progression to help students access grade-level content? • How could you adapt the problem set and student debrief to help students access grade-level content?

  46. Daily Participant Feedback and Knowledge Survey Post-Test Please check your inbox for an email from research@standardsintitutes.org.

  47. ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4)Welcome Back!

  48. ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4)Thank You for Your Feedback! +

  49. ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4)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 in which it is “safe to not know”

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