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K - 12 Math

K - 12 Math. Common Core State Standards 2012 - 2013. The Structure is the Standards A Grecian urn Phil Daro , Bill McCallum, Jason Zimba.

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K - 12 Math

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  1. K - 12 Math Common Core State Standards 2012 - 2013

  2. The Structure is the Standards A Grecian urnPhil Daro, Bill McCallum, Jason Zimba • You have just purchased an expensive Grecian urn and asked the dealer to ship it to your house. He picks up a hammer, shatters it into pieces, and explains that he will send one piece a day in an envelope for the next year. You object; he says “don’t worry, I’ll make sure that you get every single piece, and the markings are clear, so you’ll be able to glue them all back together. I’ve got it covered.” Absurd, no? But this is the way many school systems require teachers to deliver mathematics to their students; one piece (i.e. one standard) at a time. They promise their customers (the taxpayers) that by the end of the year they will have “covered” the standards.

  3. Content Emphasis • After reading sample CCSSM topics for their grade, ~80% say CCSSM is “pretty much the same” as their former standards • If CCSSM places a topic they currently teach in a different grade only about ¼ would drop it cc: - Bill Schmidt, Achieve

  4. FOCUS Rather than racing to cover everything in today’s mile-wide, inch-deep curriculum, teachers use the power of the eraser and significantly narrow and deepen the way time and energy is spent in the math classroom. cc:

  5. Hong Kong / US Data • Hong Kong had the highest scores in the most recent TIMSS. • Hong Kong students were taught 45% of objectives tested. • Hong Kong students outperformed US students on US content that they were not taught. • US students ranked near the bottom. • US students ‘covered’ 80% of TIMSS content. • US students were outperformed by students not taught the same objectives.

  6. When the content of the lesson is dependent on prior mathematics knowledge • “I – We – You” design breaks down for many students because it ignores prior knowledge • “I – We – You” designs are well suited for content that does not depend much on prior knowledge… new content

  7. Variety of prior knowledge in every classroom; I - We - You Student A Student B Student C Student D Student E CCSS Target Answer-Getting Lesson START Level

  8. You – We – I • The first response in the classroom is to allow students opportunities to make their different ways of thinking visible • Use 3 or 4 of these ways of thinking that students bring as starting points for paths leading to the grade/course target • When students travel all paths discussed, their understanding is robust and clarified.

  9. You – We – I designs better for content that depends on prior knowledge Day 1 Attainment Day 2 Target Student A Student B Student C Student D Student E Lesson START Level

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