Algebra I Model Course Background. Education Reform Act signed into law by Governor Rell May 26, 2010 Includes many recommendations of the ad hoc committee.
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Education Reform Act signed into law by Governor Rell May 26, 2010 Includes many recommendations of the ad hoc committee for secondary school reform Graduation requirements are supposed to take effect for the class of 2018
Education Reform Act Principles Engagement Relevant, interesting and meaningful learning opportunities Supportive environments that address student needs at appropriate levels Structures and programs that help students feel connected to the school community
Education Reform Act Principles Acquisition of 21st Century Skills Locate, analyze, interpret and communicate information in a variety of media and formats Solve problems creatively and logically. Collaborate with others face-to-face and via technology tools. Develop leadership skills, habits of personal and social responsibility, and adaptability to change. Effective use of technology tools
Education Reform Act Principles Rigor Required content that provides a solid foundation for continued education or the workforce. Learning activities requiring higher-order thinking, deep understanding of important ideas, critical self-reflection. Emphasis on application of knowledge and skills rather than rote memorization.
High School Requirements starting with class of 2018 25 credits for graduation 8 in STEM areas with at least 4 in mathematics (including Algebra I, Geometry, Algebra II or Probablity/Statistics) Model curricula to be developed for 8 courses Common final examinations for Algebra I, Geometry, Biology, English 2, American History
First “model curriculum” to be developed Algebra 1
CT Algebra One Partners (Curriculum Writing 2009) Associated Teachers of Mathematics in Connecticut (ATOMIC) Connecticut Academy for Education in Mathematics, Science & Technology, Inc. Connecticut Council of Leaders of Mathematics (CCLM) Mathematics Basic Skills Council of Connecticut (MBSCC) Mathematical Association of Two-Year Colleges of CT (MatyCONN) Project to Increase Mastery of Mathematics and Science (PIMMS)
Algebra One Model Curriculum Course Overview Guiding Principles The Big Ideas About Algebra Course Level Expectations Units and Pacing Overview Unit Storylines Instructional Strategies Literacy Instructional Strategies Assessments Differentiated Instruction
Big Ideas 1.The fundamental structure of algebra provides a systematic method for identifying, describing, extending, analyzing and generalizing patterns.
Big Ideas 2. Algebra provides a way to use numbers, symbolic notation and arithmetic operations to model, transform, simplify and solve problems efficiently.
Big Ideas 3. Information may be represented by physical models, diagrams, data tables, graphs and symbolic expressions. Algebra facilitates correlation among these different representations, which may give different insights into the solution of a problem.
Big Ideas 4. Algebra provides ways to describe and classify relationships and functions and use the classifications to derive models that have practical real- world applications.
Big Ideas 5. Algebra provides a way to explore and understand the effects of parameter changes on any function and its various representations.
Big Ideas 6. Algebra is a process of conjecturing about the relationships among quantities and measures. It provides a way to describe correlations, summarize data sets, estimate and make predictions, including extrapolation and interpolation of data.
Big Ideas 7. Algebra provides the underlying structure to make connections among all branches of mathematics, including measurement, geometry, calculus and statistics.
Big Ideas 8. Innovations in technology allow users to explore and deepen their understanding of new and long- standing mathematical concepts and applications of algebra.
Technology Principle The Algebra One Curriculum must make full use of technologies that increase the productivity of instruction and enrich students ’ experiences. The use of calculators, computers, data-gathering tools and probes, interactive software and student response systems should be pervasive throughout instruction and assessment.
Pacing Overview Unit 1: Patterns (3 weeks) Unit 2: Linear Equations and Inequalities (5 weeks) Unit 3: Functions (3 weeks) Unit 4: Linear Functions (6 weeks)
Pacing Overview Unit 5: Scatter Plots and Trend Lines (4 weeks)* Unit 6: Systems of Linear Equations (5 weeks) Unit 7: Introduction to Exponential Functions (5 weeks) Culminating Experience: Model Projects (3 weeks) *released unit http://www.sde.ct.gov/sde/cwp/view.asp?a=2683&Q=320346
Common Core State Standards Governors and state commissioners of education from 48 states, 2 territories and the District of Columbia to developing a common core of state standards in English-language arts and mathematics for grades K-12. Common Core State Standards Initiative (CCSSI) released their final report in May 2010.48 states, 2 territories and the District of Columbia www.corestandards.org
Common Core State Standards K-12 Emphasis on Focus, Coherence, Conceptual Understanding HS standards for “College and Career Readiness” Most HS standards identified as “core” with addition standards for “STEM” CT Algebra One Model Curriculum well aligned with these standards.
Mathematics and Science Partnership Grant 2010-2011 Field test phase 1 24 teachers 7 School districts Curriculum will be improved on the basis of feedback from the field test.
Field Test Phase 2 2011-2012 Expand field test to include 8 additional school districts Applying for grant from State Department of Higher Education Contact Prof. Louise Gould if interested in participating (firstname.lastname@example.org)