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Taking it all back. 2014 Math Teams. Four Phases. Implementation Process. Phase I. Year-long Context (progressions in context) Unpacking Standards (content & skills) Mathematical Practices aligned to EQs Areas of Focus F luency, Deep U nderstanding, and Application.
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Taking it all back • 2014 Math Teams
Four Phases • Implementation Process
Phase I • Year-long Context (progressions in context) • Unpacking Standards (content & skills) • Mathematical Practices aligned to EQs • Areas of Focus • Fluency, Deep Understanding, and Application
Standards -Based Classroom CURRICULUM STANDARD The STUDENT ASSESSMENT INSTRUCTION
Phase 2 • UbD Unit planning format • Assessment Literacy (DOK, formative, summative, descriptive, method to target, journals, common)
Phase 3 • Alignment • internal – Alpha-numeric system • external – YLC aligned to CCSS • cumulative – Areas of Focus are critical to close transition gap in 3 years • Examination of student work samples to evaluate curriculum effectiveness
Faculty Curriculum Decision Making Standardized TestsBenchmark AssessmentsSummative Assessments Evidence (student work) Curriculum Guides Instructional GuidesLesson Plans Units of Study Written Curriculum Intended Curriculum Operational Curriculum Taught Curriculum Curriculum Maps (Teacher Maps) Learned Curriculum Attained Curriculum
Questions you might consider • Is the work “good” enough? What evidence do you find that supports your observations? • Was the student able to answer the essential question(s)? • What inferences can you make about the engagement of the student? • What evidence is there that demonstrates the student’s understanding? • Is there a range of work? Balanced evidence? • Is the evidence aligned to the original target?
Phase 4 • Upgrades (digital, media, global) • Integration of literacy (active literacy, vocabulary, note-taking, RWLS) • “Right Now Skills” (Curriculum21) • Differentiation
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