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“FOCUS” Common Core State Standards for Mathematics Summer Institute 2012
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  1. “FOCUS” Common Core State Standards for MathematicsSummer Institute 2012 NCDPI Curriculum and Instruction and Educator Recruitment and Development

  2. Overview • Assessment • Shifting Professional Development • Three Mathematical Shifts • Focus on “Focus” • Digging Deeper Conceptually • Developing and Implementing Resources • Time for Math

  3. Standards for Mathematical Practices • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

  4. DuFours’ Four Questions • What do we want all students to know and be able to do ?(initiated Summer 2011) • How will we know when they have learned it? • How will we respond when a student has difficulty learning it? • What will we do when they already know it?

  5. Mathematical Shift One: Focus • What is the focus of your grade level? • Linking to major topics: Instead of allowing less important topics to detract from the focus of the grade, these topics (additional and supporting) are taught in relation to the grade level focus.

  6. Mathematical Shift Two: Coherence • Principals and teachers carefully connect the learning within and across grades • students can build new understanding onto foundations built in previous years • Each standard is not a new event, but an extension of previous learning.

  7. Coherence • Vertical– connections across the grades • Horizontal – choose a major focus for your grade level / course and identify any standards that help to develop the concept (Bublus.com)

  8. Coherence • Universal Design for Learning UDL • Access • Minimize need for remediation • Navigations alignment

  9. Dufour Question 2:How will you knowwhen they know it?

  10. Looking at Student Work: LASW • Analyze student work for rigor, coherence, and focus on standards. • Build an in-depth understanding of mathematical practices

  11. ASSESSMENT

  12. www.smarterbalanced.org

  13. 2012 – 2013 and 2013 – 2014 School Years North Carolina written tests aligned to the COMMON CORE State Standards will be administered.

  14. Technology and Testing Content of the North Carolina assessments is aligned to the CCSS-M; however, the technology will not be as sophisticated as in assessments created by the Smarter Balanced Assessment Consortium (SBAC).

  15. DuFour Question 3: What will we do if they don’t learn it? Dufour Question 4: What if they already know it?

  16. DAY 2: SHIFT THREE: RIGOR • Rigor: Rquiresa balance of the three discrete components of mathematics instruction required by the Standards. • Conceptual understanding, • Application • Fluency of Skills & procedures

  17. Educating the Whole Child

  18. How does this content area prepare students to be future ready? • How does this area connect to other content areas? • What are the implications for meeting the needs of all learners as related to this content area?

  19. By the time many students hit middle school, disengagement has become a learned behavior Keely Potter, Reading Specialist

  20. Universal Design

  21. UniversalDesignfor Learning (UDL) is Universal Design for Learning (UDL) A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners

  22. Universal Design

  23. UDL UDL Principles

  24. Principle I: Multiple Means of Representation: The what of learning • To give diverse learners options for acquiring information and knowledge • Present content in a variety of formats and modalities

  25. UDL requires:Multiple Means of Representation Multiple Means of Representation Examples: Manipulatives Visual Displays Anticipatory Guides Graphic Organizers Artifacts Videos Music Movement Text Readers

  26. Principle II: Multiple Means of Action and Expression: Judy Augatti

  27. UDL requires:Multiple Means of Action and Expression and Examples: Thumbs Up/Thumbs Down Gallery Walks Pair/Share Chalkboard/Whiteboard Splash Response Hold-Up Cards Quick Draws Numbered Heads Together Line-Ups

  28. Principle III: Multiple Means of Engagement Taps into learners’ interests, offers appropriate challenges, and increases

  29. UDL requires:Multiple Means of Engagement Examples: Bounce Cards Air Writing Case Studies Role Plays Concept Charades Response Hold-Up Cards Networking Sessions Simulations

  30. With UDL more students are: Achieving Motivated • Engaged • Learning

  31. Multiple Means of Representation for ELLs Non-verbal Language Support Word banks Word walls Labels Graphic organizers Sentence starters Sentence frames • Modeling • Pictures • Realia/Concrete objects • Gestures • Manipulatives • Demonstrations • Hands-on • Picture dictionaries

  32. Multiple Means of Expressing for ELLs • Role-play • Illustrations/ Drawings / Visuals • Gestures • First language

  33. Multiple Means of Engagement • Student Interaction • Oral comprehension supports reading and writing development • Differentiate Collaborative Activities

  34. Learning about Language • What does it say? • What does it mean? • What does it matter?

  35. Implications for the Classroomexplicit teaching of language • Create a language-sensitive classroom • Deconstruct/reconstruct complex text • View other languages as assets

  36. Just as there are strategies for assisting the ELL student, there are strategies to move the AIG student even farther…

  37. Gifted Education and new NCSCOS • An opportunity for growth and collaboration with regular education and within the field of gifted. • Students may access more rigorous standards throughout the day, which would impact direct gifted education services and ensure access to more advanced education throughout the day. • A rising tide raises all ships. • CC/ES standards align with and validate gifted education best practices, such as concept-based learning, integration of disciplines, and inquiry-based options.

  38. Why Gifted Students Need Differentiated Learning For most.… • Faster pace of learning (2-3 repetitions) • Precocity for information • Ability to synthesize information within and across disciplines (conceptual understanding) • Intensity of learning in area of interest • Asynchronous development

  39. What do gifted learners need in order to maximize their learning?

  40. Learning Needs of Gifted: Some, Not All • Complexity: Abstract-thinking, Variety of concepts, subjects and strategies • Depth: Higher levels of thinking, concepts • Creativity: Open-endedness, choice • Acceleration: Rapid pacing, Focus on Growth • Relevance: Personal interest, Real-world problems and audiences, Connections

  41. What does this mean for my classroom? • Enrich, extend and accelerate the SCOS. • Differentiate through content, process and product.

  42. Tools and Strategies for Challenging Gifted Learners • Concept-Based Teaching • Tiered Assignments • Project-Based Learning • Curriculum Compacting • Independent Study with Rubrics • Seminars Other: All with appropriate challenge!

  43. Non–Negotiables for Gifted Learners • Gifted Children Vary in Needs and Strengths • Mindset of Differentiation in Class, School, LEA • Pre-assessment to understand needs and strengths; Flexible Grouping • Social and Emotional Needs Addressed • Academic and Cognitive Growth Addressed AIG: ALL DAY, EVERY DAY

  44. Serving All is a Process NCDPI Arts Education Literacy Institute 2004

  45. Problems & Problem Solving • Problem: Difference between expected/desired outcome and current outcome • Problem identification: Finding a difference & determining if it is significant enough to require action now • Problem solving: Figuring out how to eliminate or reduce difference (Newton et al, 2009)

  46. RtI • NC DPI has identified RtI as a research-based school improvement model and provides support to district and school implementation through professional development, technical assistance, and coaching.

  47. Problem-Solving, Data, & Decision-Making • Decision making is aided by access to data • Providing instruction on a problem-solving model (TIPS) will result in problem solving that is • Thorough • Logical • Efficient • Effective • Structure of meetings lays foundation for efficiency and effectiveness (Newton et al, 2009)

  48. (Newton et al, 2009) Team Initiated Problem Solving (TIPS) Model Identify Problems (Define & Clarify) Develop Hypothesis Evaluate & Revise Action Plan Collect & Use Data Discuss & Select Solutions Develop & Implement Action Plan Problem SolvingMeeting Foundations