Connecting Content, Standards, and Teaching in Elementary Mathematics (CCSTEM)

  • Published on
    11-Feb-2016

  • View
    53

  • Download
    0

DESCRIPTION

Connecting Content, Standards, and Teaching in Elementary Mathematics (CCSTEM). MSP Math Summer Institute June 18-29, 2007 CCESA and NAU in Partnership with Coconino County Teachers. On Teaching. Effective teaching may be the hardest job there is . William Glasser - PowerPoint PPT Presentation

Transcript

  • Connecting Content, Standards, and Teaching in Elementary Mathematics (CCSTEM) MSP Math Summer InstituteJune 18-29, 2007CCESA and NAU in Partnership with Coconino County Teachers

  • On TeachingEffective teaching may be the hardest job there is.William Glasser Every truth has four corners: as a teacher I give you one corner, and it is for you to find the other three.Confucius

  • NCLB Title II, Part BImproving Teacher Quality Grant Programs (Title II) are a major component of the No Child Left Behind legislation. NCLB programs encourage scientifically-based professional development as a means for improving student academic performance.Title II, Part B of NCLB authorizes a Mathematics and Science Partnership (MSP) competitive grant program.

  • MSP GrantsThe intent of this program is to increase academic achievement of students in mathematics and science by enhancing the content knowledge and teaching skills of classroom teachers. Core partners in these grants must include mathematics, science, and/or engineering departments from institutions of higher education (IHE), including community colleges.

  • MSP Grant ResearchEach project must include an evaluation and accountability system that includes measurable objectives. These measures should address the impact of the activities on student achievement and teacher performance.

  • Evaluation MeasuresPre/Post RTOP (Reformed Teaching Observation Protocol)Pre/Post content knowledge test Pre/Post math teaching priorities scalePre/Post Frayer model assessment of key concepts (new use)Course evaluations: logistical & contentAnalysis of curriculum maps/unit/lesson plans

  • Professional DevelopmentProfessional development means instructional activities that:Are based on scientifically-based research and state academic content standards, professional teaching standards, and assessment;Improve and increase teachers content knowledge of the academic subjects they teach;Enable teachers to become highly qualified or appropriately certified; Are sustained, intensive, and classroom-focused in order to have a positive and lasting impact on classroom instruction and the teachers performance in the classroom.

  • CCSTEM HistorySept. 06 Needs assessment disproportionate number of respondents circled not taught for topics within certain strands of the AZ math standards such as:analyzing mathematical situations using algebraic representationsanalyzing change in a variable over time and in various contextsdescribing and modeling functions and their relationshipsdescribing spatial relationships using coordinate geometry and other representational systemsunderstand and apply vertex-edge graphs

  • InterpretationOur perception, in looking at the data, is not that these topics are not taught, but that there is a misunderstanding of how what happens in math lessons reflects the language and content of the standards.Given this perception we have designed the content for the two weeks and the follow-up days around these areas.

  • Content PedagogyRequired integration of content and pedagogy by the grant:Learn the content

    Reinforce the content learning

    Consolidate the learning

    Implement the content

  • MAT 599CONTENT based on needs assessment. Summer 07, 3 credits, graded courseSummer InstituteNumber senseAlgebraMeasurementIntegrated approach to contentFall follow-up daysDiscrete math, probability, and data analysis

  • ECI 593Fall 07, 2 credits, pass/failUse Curriculum Topic Study (CTS) in support of mathematics instruction.Apply CTS during academic year follow-up meetings and observed lessons.Integrate RTOP and NCTM instructional strategies. Model research-based instructional strategies. Use research-based curriculum materials. Implement investigative mathematics.

  • Pedagogical OrientationIncorporates inquiry-based instruction representation, manipulation, validationInvolves 4 steps launch, explore, share, summarizeIntegrates opportunities for participants to communicate their mathematical thinking orally and in writingIntegrates opportunities for participants to make conjectures, explain their ideas, question solutions, and reflect on their learningAssessment through reflective journaling, lesson-oriented assessments, formative assessment probes, artifact analysis, final exam

  • Pedagogical Orientation (cont.)Uncovers assumptions and misconceptionsEncourages and accepts multiple approaches to, and representations of, a problemCollaborative approach to learningIntegrates learning back into grade-level and school-level curriculumEvaluates curriculum materials and resources for representing particular ideas and concepts

  • Mathematical InquiryMathematics can be characterized as a cycle of investigation that is intended to lead to the development of valid mathematical ideasIt is essential to keep in mind that mathematical discovery is no more the result of some rigid set of steps than is discovery in science.Benchmarks for Science Literacy

  • TransparencyIt is our intent to make explicit connections between the topics and lessons presented and the AZ math standards.We also intend to be led by and name the big ideas, identifying expected adult content knowledge for each topic.

  • Schedule/LogisticsParking8:30-4:00 M F; lunch 11:30-12:30Warm-up activities each dayStipend paymentSnack scheduleNeed to schedule fall professional daysQuestions?

  • Group NormsI really like it when you..Give each other creditTurn off cell phonesSpeak one at a timeDo not discount yourself or your ideasAre on timeShow respect for one anotherGive your full attentionDo what you say you will doAdditions??

    Attention grabber????

  • To PonderHow long would it take dump trucks to cart away an isolated mountain, say Japans 12,000-foot Mount Fuji, to ground level? Assume dump trucks come every fifteen minutes, twenty-four hours a day, are instantaneously filled with mountain dirt and rock, and leave without getting in each others way.

Recommended

View more >