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Enhancing Math Curriculum Design: Scaling Up FAL Implementation

Learn how to identify and address "Big Ideas" in math curriculum maps through collaborative meetings and sharing lessons. Discover the keys to successful FAL implementation and explore real teachers' experiences and outcomes.

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Enhancing Math Curriculum Design: Scaling Up FAL Implementation

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  1. Revising Curriculum Maps& A FAL Scale-Up: Part 1 Seth Hunter KDE Mathematics Specialist, KCTM President

  2. February Math Meeting • Participants treated as grade-band representatives • Identify “Big Ideas” within grade-bands • After the meeting: • Collect samples of district colleagues’ lessons and assessments addressing these big ideas

  3. March Math Meeting • Share, compare, and evaluate “Big Idea” lessons and assessments • Work in district teams to discuss whether maps adequately address “Big Ideas” • 2011 – 12 (Planned vs Reality) • 2012 – 13

  4. Big and Little Ideas in KCASM/ CCSSM ovecisln.wikispaces.com

  5. A FAL Scale-Up: Part 1 • Describe what makes a FAL effective • Describe some of the supports needed to help teachers successfully implement FALs • Describe some of the successes and challenges real teachers and districts have encountered in this work

  6. A FAL Scale-Up: Part II Jennifer Barrett, Kenton County walking the walk of scale-up

  7. FAL Spillovers • Feedback for Learning and Student Self-Assessment • Henry High • Cooperative Learning, Orchestrating Discussions • Grant Middle and High • Eastside Middle • Spencer Middle

  8. Surprises • “[Students] did more on their own than [the classroom teacher] expected.” • [Classroom teachers] did more on their own than [classroom teachers] expected.

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