NCDPI Curriculum and Instruction Division K – 12 Mathematics

“FOCUS” on CCSS-M

Spring 2012 RESA6 – 12 Mathematics

Robin Barbour Johannah Maynor

www.ncdpi.wikispaces.net

NCDPICurriculum and Instruction Division

K – 12 Mathematics

Overview of Today

• Assessment

• Shifting Professional Development

• Three Mathematical Shifts

• Focus on “Focus”

• Time for Math

• Developing and Implementing Resources

ASSESSMENT

2012 – 2013 and 2013 – 2014

School Years North Carolina written tests aligned to the

COMMON CORE State Standards

will be administered.

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).

Let’s look at a familiar

problem…

Which of the following represents 2/5?

a.

b.

c.

d.

With a new twist…

For numbers 1a – 1d, state whether or not each figure has 2/5 of its whole shaded.

1a.

1b.

1c.

1d.

ο Yes ο No

ο Yes ο No

ο Yes ο No

ο Yes ο No

This item is worth 0 – 2 points depending on the responses. What series of the yes and no responses would give a student:

“Turn and Talk”

2 points? 1 point? 0 points?

For numbers 1a – 1d, state whether or not each figure has 2/5 of its whole shaded.

1a.

1b.

1c.

1d.

ο Yes ο No

ο Yes ο No

ο Yes ο No

ο Yes ο No

Scoring RubricResponses to this item will receive 0 – 2

points, based upon the following:

2 points: YNYN

1 point: YNNN, YYNN, YYYN

0 point: YYYY, YNNY, NNNN, NNYY, NYYN, NYNN, NYYY, NYNY, NNYN, NNNY, YYNY, YNYY

Let’s Do Some Math

www.smarterbalanced.org

Time to Reflect

Shifting Gears….

How did you become an effective teacher?

Where did this occur?

PHI DELTA KAPPA International Research Bulletin

“The most powerful influence on students’ learning is the quality of the teacher.”

http://www.pdkintl.org/research/rbulletins/resbul27.htm

PHI DELTA KAPPA International Research Bulletin

Traditional forms of PD:

• Workshops

• Conferences

• Presentations

• Courses (daily challenges of teaching)

http://www.pdkintl.org/research/rbulletins/resbul27.htm

Key Points

Phi Delta Kappan, 2005

Professional development should involve

• Teachers in the identification of what they need to learn.

• Teachers in the development of the learning opportunity and/or process.

Key Points

Phi Delta Kappan, 2005

Professional development should be

• primarily school based and integral to the school operations.

Key Points

Phi Delta Kappan, 2005

Professional development should provide

• opportunities to engage in developing a theoretical understanding of the knowledge and skills to be learned.

“Despite virtually unanimous criticism of most traditional forms of professional development, these ineffective practices persist.”

Phi Delta Kappan, 2005

Horizon Research

Impact on teachers’ use of instructional practices to elicit student thinking

“But NO Impact on….”

• Teacher content knowledge,

• Teachers’ use of representations in instruction,

• Teachers’ focus on mathematics reasoning in instruction

• Student achievementGaret et al., 2010

What Works?

Effective Teacher Development

–Collaboration

–Coaching

–PLCs Steve Leinwand, 2012

• What PD have you done that is successful?

• What concerns do you have about implementing PD?

“Turn and Talk”

Time to Reflect

Today’s PLC Goals

–Know and articulate the major work of your grade level or course.

–Experience and become familiar with rich lessons that go deeper into content.

Three Mathematical ShiftsFocus

Coherence

Rigor

A focus on “FOCUS”In your PLC:

• Discuss the three topics provided for each grade level.

• Decide which of the three should not receive intense focus at the indicated grade.

Table of Contents

• Identify clusters/standards as either

– major work of the grade level

– supporting work of the grade level

– additional work of the grade level

In Your Groups

LUNCH

Time to Reflect

A Recursive View of Some

Common Functions

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Standards for Mathematical Practices

When planning, ask

“What task can I give that will build student

understanding?”rather than

“How can I explain clearly so they will understand?”

Grayson Wheatley, NCCTM, 2002

Can “Good Tasks” Become “Bad Tasks”?

61

77

84

41

57

69

15 1613

54

24

17

0

10

20

30

40

50

60

70

80

90

100

Australia Czech Republic Hong Kong J apan Netherlands United States

Using ProceduresMaking Connections

31

1618

20 19

59

8

52

4648

37

00

10

20

30

40

50

60

70

80

90

100

Australia Czech Republic Hong Kong J apan Netherlands United States

Using Procedures

Making Connections

Types of Math Problems Presented

How Teachers ImplementedMaking Connections Math

Problems

Lesson ComparisonUnited States and Japan

The emphasis on skill acquisition is evident in the steps most common in U.S. classrooms

The emphasis on understanding is evident in the steps of a typical Japanese lesson

•Teacher instructs students in concept or skill

•Teacher solves example problems with class

•Students practice on their own while teacher assists individual students

•Teacher poses a thought provoking problem

•Students and teachers explore the problem

•Various students present ideas or solutions to the class

•Teacher summarizes the class solutions

•Students solve similar problems

42

Pledge Plans

Thinking Through a Lesson Protocol(TTLP)

• Selecting and Setting up a Mathematical Task

• Supporting Students’ Exploration of the Task

• Sharing and Discussing the Task

Thinking Through a Lesson ProtocolMathematics Teaching in the Middle School,

October, 2008

Universal Design of Learning

(UDL)

Time to Reflect

Food for Thought

• NCTM’s Navigation Series

Until we meet again

• Performance metrics

www.ncdpi.wikispaces.net

Time to Reflect

DPI Contact Information

Kitty RutherfordElementary Mathematics Consultant919-807-3934kitty.rutherford@dpi.nc.gov

Amy ScrinziElementary Mathematics Consultant919-807-3839amy.scrinzi@dpi.nc.gov

Robin BarbourMiddle Grades Mathematics Consultant919-807-3841robin.barbour@dpi.nc.gov

Johannah MaynorSecondary Mathematics Consultant919-807-3842johannah.maynor@dpi.nc.gov

Barbara BissellK – 12 Mathematics Section Chief919-807-3838barbara.bissell@dpi.nc.gov

Susan HartProgram Assistant919-807-3846susan.hart@dpi.nc.gov