Connecting Content, Standards, Connecting Content, Standards, and Teaching in Elementary and Teaching in Elementary

Mathematics (CCSTEM)Mathematics (CCSTEM) MSP Math Summer InstituteMSP Math Summer Institute

June 18-29, 2007June 18-29, 2007CCESA and NAU in Partnership with CCESA and NAU in Partnership with

Coconino County TeachersCoconino County Teachers

On TeachingOn Teaching ““Effective teaching may be the Effective teaching may be the

hardest job there ishardest job there is.”.”– William Glasser William Glasser

““Every truth has four corners: as a Every truth has four corners: as a teacher I give you one corner, and teacher I give you one corner, and it is for you to find the other it is for you to find the other three.three.””– ConfuciusConfucius

NCLB Title II, Part BNCLB Title II, Part B Improving Teacher Quality Grant Improving Teacher Quality Grant

Programs (Title II) are a major Programs (Title II) are a major component of the component of the No Child Left BehindNo Child Left Behind legislation. NCLB programs encourage legislation. NCLB programs encourage scientifically-based professional scientifically-based professional development as a means for improving development as a means for improving student academic performance.student academic performance.

Title II, Part B of NCLB authorizes a Title II, Part B of NCLB authorizes a Mathematics and Science Partnership Mathematics and Science Partnership (MSP) competitive grant program. (MSP) competitive grant program.

MSP GrantsMSP Grants The intent of this program is to increase The intent of this program is to increase

academic achievement of students in academic achievement of students in mathematics and science by enhancing mathematics and science by enhancing the content knowledge and teaching the content knowledge and teaching skills of classroom teachers. skills of classroom teachers.

Core partners in these grants must Core partners in these grants must include mathematics, science, and/or include mathematics, science, and/or engineering departments from engineering departments from institutions of higher education (IHE), institutions of higher education (IHE), including community colleges. including community colleges.

MSP Grant ResearchMSP Grant Research Each project must include an Each project must include an

evaluation and accountability evaluation and accountability system that system that includes includes measurable objectives.measurable objectives. These These measures should address the measures should address the impact of the activities on student impact of the activities on student achievement and teacher achievement and teacher performance. performance.

Evaluation MeasuresEvaluation Measures Pre/Post RTOP (Reformed Teaching Pre/Post RTOP (Reformed Teaching

Observation Protocol)Observation Protocol) Pre/Post content knowledge test Pre/Post content knowledge test Pre/Post math teaching priorities scalePre/Post math teaching priorities scale Pre/Post Frayer model assessment of Pre/Post Frayer model assessment of

key concepts (new use)key concepts (new use) Course evaluations: logistical & Course evaluations: logistical &

contentcontent Analysis of curriculum Analysis of curriculum

maps/unit/lesson plansmaps/unit/lesson plans

Professional DevelopmentProfessional Development

Professional developmentProfessional development means instructional means instructional activities that:activities that:

Are based on scientifically-based research and Are based on scientifically-based research and state academic content standards, professional state academic content standards, professional teaching standards, and assessment;teaching standards, and assessment;

Improve and increase teachers’ content Improve and increase teachers’ content knowledge of the academic subjects they teach;knowledge of the academic subjects they teach;

Enable teachers to become highly qualified or Enable teachers to become highly qualified or appropriately certified; appropriately certified;

Are sustained, intensive, and classroom-focused Are sustained, intensive, and classroom-focused in order to have a positive and lasting impact on in order to have a positive and lasting impact on classroom instruction and the teacher’s classroom instruction and the teacher’s performance in the classroom.performance in the classroom.

CCSTEM HistoryCCSTEM HistorySept. ’06 Needs assessment – disproportionate Sept. ’06 Needs assessment – disproportionate

number of respondents circled “not taught” for number of respondents circled “not taught” for topics within topics within

certain strands of the AZ math standards such as:certain strands of the AZ math standards such as: analyzing mathematical situations using algebraic analyzing mathematical situations using algebraic

representationsrepresentations analyzing change in a variable over time and in analyzing change in a variable over time and in

various contextsvarious contexts describing and modeling functions and their describing and modeling functions and their

relationshipsrelationships describing spatial relationships using coordinate describing spatial relationships using coordinate

geometry and other representational systemsgeometry and other representational systems understand and apply vertex-edge graphsunderstand and apply vertex-edge graphs

InterpretationInterpretation Our perception, in looking at the data, Our perception, in looking at the data,

is is notnot that these topics are not taught, that these topics are not taught, but that there is a misunderstanding but that there is a misunderstanding of how what happens in math lessons of how what happens in math lessons reflects the language and content of reflects the language and content of the standards.the standards.

Given this perception we have Given this perception we have designed the content for the two designed the content for the two weeks and the follow-up days around weeks and the follow-up days around these areas. these areas.

Content PedagogyContent Pedagogy

Required integration of content and Required integration of content and pedagogy by the grant:pedagogy by the grant:

1.1. Learn the contentLearn the content

2.2. Reinforce the content learningReinforce the content learning

3.3. Consolidate the learningConsolidate the learning

4.4. Implement the contentImplement the content

MAT 599MAT 599CONTENTCONTENT based on needs assessment. based on needs assessment. Summer ’07, 3 credits, graded courseSummer ’07, 3 credits, graded course Summer InstituteSummer Institute

– Number senseNumber sense– AlgebraAlgebra– MeasurementMeasurement– Integrated approach to contentIntegrated approach to content

Fall follow-up daysFall follow-up days– Discrete math, probability, and data Discrete math, probability, and data

analysisanalysis

ECI 593ECI 593Fall ’07, 2 credits, pass/failFall ’07, 2 credits, pass/fail Use Curriculum Topic Study (CTS) in support of Use Curriculum Topic Study (CTS) in support of

mathematics instruction.mathematics instruction. Apply CTS during academic year follow-up Apply CTS during academic year follow-up

meetings and observed lessons.meetings and observed lessons. Integrate RTOP and NCTM instructional Integrate RTOP and NCTM instructional

strategies. strategies. Model research-based instructional strategies. Model research-based instructional strategies. Use research-based curriculum materials. Use research-based curriculum materials. Implement investigative mathematics.Implement investigative mathematics.

Pedagogical OrientationPedagogical Orientation Incorporates inquiry-based instruction – Incorporates inquiry-based instruction –

representation, manipulation, validationrepresentation, manipulation, validation Involves 4 steps – launch, explore, share, Involves 4 steps – launch, explore, share,

summarizesummarize Integrates opportunities for participants to Integrates opportunities for participants to

communicate their mathematical thinking orally communicate their mathematical thinking orally and in writingand in writing

Integrates opportunities for participants to make Integrates opportunities for participants to make conjectures, explain their ideas, question conjectures, explain their ideas, question solutions, and reflect on their learningsolutions, and reflect on their learning

Assessment through reflective journaling, lesson-Assessment through reflective journaling, lesson-oriented assessments, formative assessment oriented assessments, formative assessment probes, artifact analysis, final examprobes, artifact analysis, final exam

Pedagogical Orientation Pedagogical Orientation (cont.)(cont.)

Uncovers assumptions and misconceptionsUncovers assumptions and misconceptions Encourages and accepts multiple approaches Encourages and accepts multiple approaches

to, and representations of, a problemto, and representations of, a problem Collaborative approach to learningCollaborative approach to learning Integrates learning back into grade-level and Integrates learning back into grade-level and

school-level curriculumschool-level curriculum Evaluates curriculum materials and resources Evaluates curriculum materials and resources

for representing particular ideas and for representing particular ideas and conceptsconcepts

Mathematical InquiryMathematical Inquiry

““Mathematics can be characterized as a Mathematics can be characterized as a cycle of investigation that is intended to cycle of investigation that is intended to lead to the development of valid lead to the development of valid mathematical ideas…It is essential to mathematical ideas…It is essential to keep in mind that mathematical keep in mind that mathematical discovery is no more the result of some discovery is no more the result of some rigid set of steps than is discovery in rigid set of steps than is discovery in sciencescience.”.”

Benchmarks for Science Benchmarks for Science Literacy Literacy

TransparencyTransparency It is our intent to make explicit It is our intent to make explicit

connections between the topics and connections between the topics and lessons presented and the AZ math lessons presented and the AZ math standards.standards.

We also intend to be led by and We also intend to be led by and name the “big ideas,” identifying name the “big ideas,” identifying expected adult content knowledge expected adult content knowledge for each topic.for each topic.

Schedule/LogisticsSchedule/Logistics ParkingParking 8:30-4:00 M – F; lunch 11:30-12:308:30-4:00 M – F; lunch 11:30-12:30 Warm-up activities each dayWarm-up activities each day Stipend paymentStipend payment Snack scheduleSnack schedule Need to schedule fall professional Need to schedule fall professional

daysdays Questions?Questions?

Group NormsGroup NormsI really like it when you…..I really like it when you….. Give each other creditGive each other credit Turn off cell phonesTurn off cell phones Speak one at a timeSpeak one at a time Do not discount yourself or your ideasDo not discount yourself or your ideas Are on timeAre on time Show respect for one anotherShow respect for one another Give your full attentionGive your full attention Do what you say you will doDo what you say you will do Additions??Additions??

Attention grabber????Attention grabber????

To PonderTo Ponder

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