1 / 18

Instructional Leadership: Data-driven, Research-based

Instructional Leadership: Data-driven, Research-based. Principals’ Meeting, September 11, 2012 Anita Ravi, V.P. Professional Development & CCSS Implementation Philip Gedeon , Director of Mathematics. THIS 9/11: Honor, Remember, Reunite.

kipling
Download Presentation

Instructional Leadership: Data-driven, Research-based

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Instructional Leadership:Data-driven,Research-based Principals’ Meeting, September 11, 2012 Anita Ravi, V.P. Professional Development & CCSS Implementation Philip Gedeon, Director of Mathematics

  2. THIS 9/11: Honor, Remember, Reunite “May the lives remembered, the deeds recognized, and the spirit reawakened be eternal beacons, which reaffirm respect for life, strengthen our resolve to preserve freedom, and inspire an end to hatred, ignorance and intolerance.” Source: Mission statement of the National September 11 Memorial & Museum at the World Trade Center in New York City, http://www.911memorial.org/commemorate-911

  3. Our Work This Morning • Analyze our CST data to assess strengths and weaknesses • Experience an algebra lesson to gain an understanding of the shifts that Common Core State Standards demand in mathematics. • View a video of an algebra lesson and gather evidence of specific TCRP indicators • Discuss advance reading and describe shifts in mathematics • Plan for taking these materials back to your math department

  4. Data Analysis: Big Picture • What does your CST data tell you about your strengths across content areas? • What areas of focus emerge from the low points in your data?

  5. CCSS Focus: Algebraic Thinking “The Requirements of an ever-changing workplace dictate that basic skills and routine expertise will not be sufficient for today’s student as they become tomorrow’s workforce. Instead they will need ‘the levels of knowledge and understanding that can support transfer to new problems, creativity and innovation’…” (Bill & Jamar, 2010, p. 64)

  6. The Scenario Carlos wants to join a gym called FitNation. FitNation offers three membership options: • OPTION 1: Pay as you go – Pay only $6 each time you work out. • OPTION 2: Regular deal – Pay $50 a month and $2 each time you work out. • OPTION 3: All-in-one price! Pay just $100 per month for unlimited use of our great facilities. Carlos thinks he will go to the gym about 20 times a month.

  7. The Problem/Task PART 1: • How much would each option cost Carlo for one month? • Which of the three options is least expensive for Carlo? PART 2: • How many visits each month would make the cost of the Regular deal and the All-in-one price the same? Explain how you figured it out. Be prepared to share your explanation with the class.

  8. Extending the Learning: Comparing Gyms It costs $300 to join the new Superfit Gym. You then pay $15 each month and $2 each time you work out. Carlo thinks he will use the gym about 20 times each month for a year. • How much would a membership to Superfit cost for one year? • How much will Carlo save during the first year if he uses the Superfit Gym rather than the Regular deal at FitNation? Explain your answer.

  9. Summing Up DISCUSS: • What are the various solution paths we came up with today to solve the gym membership problem? EXIT TICKET: • Did you modify your own explanation based on what someone else said or did? Why or why not? Make sure to provide an example.

  10. Analyze the Architecture of the Lesson DISCUSS: • How were the various tasks sequenced in this lesson to build procedural and conceptual understanding? • In what ways was academic discourse structured and supported by the teacher? • What role did explanation play in your own learning?

  11. Analyze the Architecture of the Lesson Habits of Mathematical Practice – Focus on Standard 3 DISCUSS: What does this standard say? What is the purpose of this standard? What did we do in today’s lesson to meet this standard?

  12. Analyze the Architecture of the Lesson Look at the 6-8 grade span algebraic thinking standards DISCUSS: • How is algebraic thinking described in each grade level? • How does the standard change from grades 6 through 8?

  13. The CCSS Requires Three Shifts in Mathematics • Focus: Focus strongly where the standards focus. • Coherence: Think across grades, and linkto major topics • Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency,andapplication Source: www.achievethecore.org

  14. Video Viewing & Evidence Collection DO: • Watch 2 video clips of the DVD plans lesson being taught. • Use the evidence collection tool provided to collect and tag evidence of the following TCRP indicators: • 3.2.B: Cognitive level of student learning experiences • 3.3.B: Academic discourse • 3.4.B: Feedback to students

  15. Video Viewing & Evidence Collection DISCUSS: • Share 2 pieces of evidence you collected for each indicator with a partner. • What is the relationship between a rich, problem-solving task and TCRP evidence? What is the relationship between Common Core – aligned curriculum and effective teaching?

  16. Article Discussion DISCUSSION QUESTIONS: • What are the features of the new type of math classroom described in this article?  • After reading through the classroom example provided here, what will be the most important instructional shift for your school in mathematics?  Why?  • In what ways do the math problems we explored today compare with what you typically see in algebra or pre-algebra classrooms? • According to these authors, what are best practices when it comes to orchestrating mathematical explanations (in talk, in writing)?

  17. Transition to CCSS: Module 1 MaterialsOn the WordPress 9/12/12 Materials Provided: • Powerpoint presentation with notes to the presenter • Math task: The Gym Membership Problem • Video access • TCRP recording sheet • Article and discussion questions Time needed: 2-3 hours Recommended Sequence with Math Teachers: • Article discussion • Experience and analyze the math task • Video viewing, evidence collection & analysis • Implications for our Work: Applying this Case Study to our Own Planning NOTE: Your PLC math teachers will be going through this module with Phillip during their first and second meetings (September 15 & October x). How might you utilize your math PLC teacher to advance the work of understanding Common Core Standards?

  18. Why Math Matters: Creating the Case through CCSS • Teach more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives • Students are able to see math as more than a set of mnemonics or discrete procedures • Conceptual understanding supports the other aspects of rigor (fluency and application) Source: www.achievethecore.org

More Related