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WELCOME TO THE MAISA COMMON CORE STATE STANDARDS INITIATIVE MATHEMATICS CURRICULUM MATERIALS SESSION August 8, 2013 Presented by: Denise Brady

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Presentation on theme: "WELCOME TO THE MAISA COMMON CORE STATE STANDARDS INITIATIVE MATHEMATICS CURRICULUM MATERIALS SESSION August 8, 2013 Presented by: Denise Brady"— Presentation transcript:

1 WELCOME TO THE MAISA COMMON CORE STATE STANDARDS INITIATIVE MATHEMATICS CURRICULUM MATERIALS SESSION August 8, 2013 Presented by: Denise Brady Shiawassee RESD/Clinton County RESA Mathematics Consultant 1

2 AGENDA Session Overview, Development and Current Status of the Project CCSSI Mathematics Curriculum Materials/Resources and Professional Learning Models – Exploring a Complete Unit of Study – Teaching and Learning Trajectories Across Grades – Curriculum Alignment Model – Modified Lesson Study Model Planning for Transition 4-Feb-142

3 MAISA CCSSI Collaborative Allegan Area ESAAllegan Area ESA Berrien RESABerrien RESA Clinton County RESAClinton County RESA Genesee ISDGenesee ISD Kalamazoo RESAKalamazoo RESA Kent ISDKent ISD Macomb ISDMacomb ISD Manistee ISDManistee ISD Muskegon ISDMuskegon ISD Oakland ISDOakland ISD Ottawa ISDOttawa ISD Shiawassee RESDShiawassee RESD Traverse Bay Area ISDTraverse Bay Area ISD Wayne RESAWayne RESA Wexford-Missaukee ISDWexford-Missaukee ISD 3

4 Collaborations WITHIN MICHIGAN Glenda Lappan and Betty Phillips, MSU, Middle School Mathematics Content Edward Silver, UM, Algebra Teaching and Learning 7 – 11 Jack Smith, MSU, Elementary Measurement BEYOND MICHIGAN Hugh Burkhardt, Shell Centre, Secondary Assessment National Council of Supervisors of Mathematics 4

5 Phase 1 app.gosoapbox.comapp.gosoapbox.com Event Code: Common Unit & Lesson Templates Common Focus Area for Unit Content Materials written and revised based on reviews from the field 6 – 8 Units on Ratio K - 5 Units on Place Value Units on Transformations 5

6 Phase 2 Leadership from ISDs determine content for future units Units, Lessons, and Assessments written Pilot and Review Teams from ISD provide feedback for Reviews 4 additional units per grade provided in additional units per grade provided TOTAL of 6 to 8 units per grade level from the project 6

7 Three Year Implementation Year 3 Full K-11 curriculum model for both ELA and Math aligned to CCSS Year 1 One unit of study per grade (K-11) for both ELA and Math Year 2 Four additional units of study per grade (K-11) fro both ELA and Math Proposed process for development of K-11 curriculum aligned to Common Core State Standards for both ELA and Mathematics PHASE 3 7

8 GRADE LEVEL STRUCTURE 6-8 Units Per Grade Level 1 Highlight Lesson per Unit of Study 1 Formative Assessment Task Designed Around Re-engagement Instructional Resources Professional Learning Resources Professional Learning Tasks (Artifacts) 8

9 CCSS Mathematics Standards 9 Standards for Content Standards for Practice Greater balance of concept and skill development Greater access for all students New focus on Mathematical Modeling Problem Solving Reasoning

10 To help young people learn the more complex and analytical skills they need for the 21 st century, teachers must learn to teach in ways that develop higher-order thinking and performance.To help young people learn the more complex and analytical skills they need for the 21 st century, teachers must learn to teach in ways that develop higher-order thinking and performance. sophisticated teaching To develop the sophisticated teaching required for this mission, education systems must offer more effective professional learning… Darling-Hammond and Richardson,

11 How might the MAISA CCSSI Curriculum Materials be a tool to support CCSS implementation? What discussions need to happen locally to implement the CCSS units? What do teachers or administrators need to consider as they implement the CCSS units ? Implementation... 11

12 Common Core State Standards MAISA Initiative The goal of the Common Core State Standards Initiative (CCSSI) is to provide support and direction for educators as they move toward full implementation. CCSS are organized into an aligned curriculum of coherent units of study. The resources are particularly designed to highlight needed shifts in content related and pedagogical practices. Highlight LessonHighlight Lesson Formative AssessmentFormative Assessment Resources (video, sample student work, rubrics, instructional websites, etc.)Resources (video, sample student work, rubrics, instructional websites, etc.) 12

13 Key Features of CCSS addressed in CCSSI materials Emphasis on the use of student thinking within instruction and assessmentEmphasis on the use of student thinking within instruction and assessment Attention to both content and practice standards to support a balance of conceptual understanding and procedural fluencyAttention to both content and practice standards to support a balance of conceptual understanding and procedural fluency Incorporation of mathematical explanations by studentsIncorporation of mathematical explanations by students Use of multiple representations (technology)Use of multiple representations (technology) Integration of accessibility strategies including attention to Title One support strategiesIntegration of accessibility strategies including attention to Title One support strategies Learning opportunities and assessments that include inquiry and explorationLearning opportunities and assessments that include inquiry and exploration Embedded research-based tools to support implementationEmbedded research-based tools to support implementation 13

14 Connecting Representations Adapted from Lesh, R., Post, T., & Behr, M. (1987). Representations and Translations among Representations in Mathematics Learning and Problem Solving. In C. Janvier, (Ed.), Problems of Representations in the Teaching and Learning of Mathematics (pp ). Hillsdale, NJ: Lawrence Erlbaum. 14

15 Frequently Asked Questions Will this curriculum replace my instructional materials?Will this curriculum replace my instructional materials? No, these materials are designed to support teachers use of their instructional materials.No, these materials are designed to support teachers use of their instructional materials. They are intended to be tools to guide instruction and provide contexts for professional learning as teachers reorganize their instruction and work to implement the CCSSThey are intended to be tools to guide instruction and provide contexts for professional learning as teachers reorganize their instruction and work to implement the CCSS Not self-enactingNot self-enacting 15

16 1.Exploring a Complete Unit of Study 2.Curriculum Alignment 3.Teaching & Learning Trajectories across Grades 4.Modified Lesson Study Professional Learning Models

17 Model 1: Exploring a Complete Unit of Study Exploring a Complete Unit of Study 17 MAISA COMMON CORE STATE STANDARDS INITIATIVE (CCSSI)

18 Focus on key topics at each grade level so that students gain strong foundations Focus on key topics at each grade level so that students gain strong foundations Coherence: Connections across grades AND link major topics within grades Coherence: Connections across grades AND link major topics within grades Rigor: An increase in conceptual understanding, procedural skill and fluency, and application with equal intensity Rigor: An increase in conceptual understanding, procedural skill and fluency, and application with equal intensity Mathematical practices: Foster reasoning and sense- making in mathematics Mathematical practices: Foster reasoning and sense- making in mathematics 18 Key Characteristics of Mathematics Standards

19 UNIT TITLES 19

20 Grade Level Unit Components 1.Unit Themes Graphic Graphic Focus Questions Focus Questions Intellectual Processes Intellectual Processes Key Concepts Key Concepts 2.Content Standards Abstract Abstract CCSS Standards CCSS Standards 3.Instructional Resources Illuminations Illuminations Childrens Literature Childrens Literature Texas Instruments Texas Instruments References References Applets Applets 4.Professional Resources NCTM Articles NCTM Articles Books Books 20

21 Orientation to the Unit Refer to the unit overview: 1.Where do you see opportunities for teachers to grow their understanding of mathematics content and develop standards for practice? 2.How might a single unit support teachers in making both content related and pedagogical shifts in practice? 21

22 22 Atlas Curriculum Mapping Units, Highlight Lessons, Formative Assessments and other resources available in Atlas by Rubicon Units, Highlight Lessons, Formative Assessments and other resources available in Atlas by Rubicon

23 Units of Study Lesson resources Assessment resources Professional resources Video Sample student work And more 23

24 Highlight Lesson Components 1.Highlight Lesson Themes Graphic Graphic Focus Questions Focus Questions Intellectual Processes Intellectual Processes Key Concepts Key Concepts 2.Highlight Lesson Content Standards Abstract Abstract CCSS Standards CCSS Standards Lesson Instructional Resources Lesson Instructional Resources 3.Sequence of Lesson Activities Selecting and Setting up a Mathematical Task Selecting and Setting up a Mathematical Task Launch Launch Supporting Students Exploration of the Task Supporting Students Exploration of the Task Sharing and Discussing the Task Sharing and Discussing the Task 24

25 Thinking Through a Lesson Protocol Smith, M.S., Bill, V., & Hughes, E.K. (2008). Thinking through a lesson: Successfully implementing high-level tasks. Mathematics Teaching in the Middle School, 14,

26 TEACHERS & TASKS MATTER Tasks as set up by teachers Tasks as they appear in curricular materials Tasks as enacted by teachers and students Student learning The Mathematical Tasks Framework Stein, Grover & Henningsen (1996) Smith & Stein (1998) Stein, Smith, Henningsen & Silver (2000) 26

27 Reengagement A Formative Assessment Strategy Reengagement: is a formative assessment strategy by which teachers use information from student work to design a learning opportunity that is an evolution of the original task and is focused on enhancing students current understandings;is a formative assessment strategy by which teachers use information from student work to design a learning opportunity that is an evolution of the original task and is focused on enhancing students current understandings; is grounded in the effective and intentional use of student thinking to forward learning; andis grounded in the effective and intentional use of student thinking to forward learning; and requires interactions between and among teachers, students, and the content to be learned.requires interactions between and among teachers, students, and the content to be learned. 27

28 Formative Assessment Reengagement Framework 28 1.Give the assessment task 2.Collect and analyze student thinking 3.Reengage students with an evolution of the original task 4.Summarize 5.Provide independent practice

29 CCSSI Curriculum Resources 29 In groups: Individually consider either the Unit, Highlight Lesson, or Formative Assessment: Where do you see opportunities for students and teachers to grow in their: understanding of mathematics content AND practicesunderstanding of mathematics content AND practices use of technology for instruction?use of technology for instruction? How might your teachers use these resources? Be prepared to share your thinking with your group!

30 1.Exploring a Complete Unit of Study 2.Curriculum Alignment 3.Teaching & Learning Trajectories across Grades 4.Modified Lesson Study Professional Learning Models

31 MAISA Common Core State Standards Initiative (CCSSI) Model 3: Learning Trajectories across Grades 31

32 Learning Trajectories and the Common Core State Standards A teacher or test designer seeing exclusively within the grade level will miss the point [of the number line]. Multi-grade progression views of standards can avoid many misuses of standards (p.43).A teacher or test designer seeing exclusively within the grade level will miss the point [of the number line]. Multi-grade progression views of standards can avoid many misuses of standards (p.43). How might understanding the CCSS learning trajectories improve student learning?

33 UNIT TITLES 33

34 Learning Trajectories Across Grades Professional Learning Model 3 1.What do you notice about the development of the mathematics across the grades? 2.How might understanding this mathematical trajectory impact instruction, particularly issues of accessibility and formative assessment? Give one or two specific examples of how this might impact some aspect of teaching. Activity – Working with your table group, discuss the development of the mathematical ideas across the grade levels.

35 Learning Trajectories and the Common Core State Standards RESOURCES: Slide 35

36 Building Connections & Coherence at Two Levels Work at the systems level: Course curriculum design within and across grades/courses Course curriculum design within and across grades/courses Course offerings (tracking, acceleration, integrated content) Course offerings (tracking, acceleration, integrated content) Instructional tasks Instructional tasks Collegial conversations within and across grades/courses (District Dialogues) Collegial conversations within and across grades/courses (District Dialogues) Work at the classroom level: Task selection Task selection Assessment for learning Assessment for learning Identifying misconceptions Identifying misconceptions Connecting to prior knowledge and future lessons (mathematical language, tasks, strategies) Connecting to prior knowledge and future lessons (mathematical language, tasks, strategies)

37 LUNCH 12:00-12:45 37

38 1.Exploring a Complete Unit of Study 2.Curriculum Alignment 3.Teaching & Learning Trajectories across Grades 4.Modified Lesson Study Professional Learning Models

39 Model 2: Mathematics Curriculum Alignment: Using the MAISA CCSS Mathematics Curriculum Materials to Guide Instruction MAISA Common Core State Standards Initiative (CCSSI)

40 A Challenging Opportunity! These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep. CCSS (2010, p.5) CCSS (2010, p.5)

41 Planning for CCSS Implementation What do we need to do to implement both the pedagogy and content of the CCSSI units? How can our textbooks be a resource for us?

42 Curriculum Alignment Professional Learning Model 2 1.Preliminary Analysis - Compare the list of CCSSI Curriculum Unit Titles to the unit titles in your instructional materials and begin to map corresponding units. 2.Concepts and Skills - Focused Analysis: Review the concepts and skills in your instructional materials using a particular CCSSI Unit as a curriculum guide. Make notes regarding your instructional materials inclusion/exclusion of the CCSS for mathematical concepts and skills. 3.Practice-Focused Analysis: Repeat Step 2 with a focus on the CCSS for Mathematical Practice.

43 1.Preliminary Analysis (about 20 minutes) Compare the list of CCSSI Curriculum Unit Titles to the unit titles in your instructional materials and begin to map corresponding units. Curriculum Alignment Professional Learning Model 2

44 44 Topic 1: NumerationTopic 1: Numeration Topic 2: Number Sense: Addition and SubtractionTopic 2: Number Sense: Addition and Subtraction Topic 3: Using Place Value to Add and SubtractTopic 3: Using Place Value to Add and Subtract Topic 4: Meaning of MultiplicationTopic 4: Meaning of Multiplication Topic 5: Multiplication Facts: Use PatternsTopic 5: Multiplication Facts: Use Patterns Topic 6: Multiplication Fact: Use Known FactsTopic 6: Multiplication Fact: Use Known Facts Topic 7: Meanings of DivisionTopic 7: Meanings of Division Topic 8: Division FactsTopic 8: Division Facts Topic 9: Understanding FractionsTopic 9: Understanding Fractions Topic 10: Fraction Comparison and EquivalenceTopic 10: Fraction Comparison and Equivalence Topic 11: Two-Dimensional Shapes and Their AttributesTopic 11: Two-Dimensional Shapes and Their Attributes Topic 12: TimeTopic 12: Time Topic 13: PerimeterTopic 13: Perimeter Topic 14: AreaTopic 14: Area Topic 15: Liquid, Volume, and MassTopic 15: Liquid, Volume, and Mass Topic 16: DataTopic 16: Data

45 2.Concepts and Skills-Focused Analysis (about 50 min) Review the concepts and skills in your instructional materials using a particular CCSSI Unit as a curriculum guide. Make notes regarding your instructional materials inclusion/exclusion of the CCSS-M concepts and skills. Curriculum Alignment Professional Learning Model 2

46 Textbook Enactment Guide – Annotated Template 46

47 SAMPLe only 47

48 Sample only 48

49 Textbook Enactment Guide – Blank Template 49

50 3.Practice-Focused Analysis (about 30 minutes) Repeat Step 2 with a focus on the CCSS for Mathematical Practice. Curriculum Alignment Professional Learning Model 2

51 Reflections 1.What is your reaction to the work we have done thus far? What seems promising and/or challenging at this point? 2.What work needs to be continued to support mathematics teaching and learning?

52 BREAK 1:45-2:00 52

53 1.Exploring a Complete Unit of Study 2.Curriculum Alignment 3.Teaching & Learning Trajectories across Grades 4.Modified Lesson Study Professional Learning Models

54 Model 4: Modified Lesson Study: Using the MAISA CCSS Mathematics Curriculum Materials to Guide Instruction MAISA Common Core State Standards Initiative (CCSSI)

55 A Challenging Opportunity! These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep. CCSS (2010, p.5) CCSS (2010, p.5)

56 Planning for CCSS Implementation How can we use collaborative planning and debriefing opportunities to support shifts in practice? What might we learn from collaborative planning and debriefing opportunities to support learning of mathematics?

57 Modified Lesson Study: Collaboratively Planning and Debriefing Lessons Modified Lesson Study using the Highlight Lesson Preview and Plan a) the lesson b) the post lesson discussion Reflect and Learn a)the lesson b)instructional elements 1 3 2

58 Modified Lesson Study: Collaboratively Planning and Debriefing Lessons Modified Lesson Study using the Highlight Lesson Preview and Plan a) the lesson b) the post lesson discussion Reflect and Learn a)the lesson b)instructional elements 1 32

59 Modified Lesson Study: Collaboratively Planning and Debriefing Lessons Modified Lesson Study using the Highlight Lesson Preview and Plan a) the lesson b) the post lesson discussion Reflect and Learn a)the lesson b)instructional elements 1 3 2

60 Modified Lesson Study: Collaboratively Planning and Debriefing Lessons After experiencing the lesson discuss: What are the mathematical goals of the lesson?What are the mathematical goals of the lesson? What about this lesson highlights what is new given the CCSS?What about this lesson highlights what is new given the CCSS? What about this lesson might be challenging for us and our students?What about this lesson might be challenging for us and our students? What is apparent in the lesson that could help make this lesson accessible to all our students?What is apparent in the lesson that could help make this lesson accessible to all our students?

61 Modified Lesson Study: Collaboratively Planning and Debriefing Lessons Given the instructional focus we are exploring: What artifacts might you collect from this lesson that could be used as the context for future learning given the new and challenging lesson features we identified?

62 Planning for Professional Development Focused Around: Professional Development Focused Around: Implementing the Practices and Making Sense of Trajectories using selected units to focus conversations Implementing the Practices and Making Sense of Trajectories using selected units to focus conversations Grade Level MeetingsGrade Level Meetings Grade Band MeetingsGrade Band Meetings Staff MeetingsStaff Meetings PD DaysPD Days SI DaysSI Days Common PlanningCommon Planning Professional Learning CommunitiesProfessional Learning Communities Possible Content: Possible Content: Classroom Video to Identify Practices Look Fors Illustrating the Standards for Mathematical Practice (NCSM) Using 2-4 Units as Contexts for Conversations Implement a Highlight Lesson and Conduct Lesson Study Trajectory Conversations Curriculum Alignment Model Grade Level Representative keep notes on the extent to which the resource (Text) aligns to each unit in the grade level (Use tool to note: Lessons in materials at CCSS grade level, not at CCSS grade level, evidence and attention to mathematical practices, places where needing to supplement, etc.) Develop a map to use the following year (Spring/Summer 2014 Slide 62

63 Planning for Professional Development Focused Around: Professional Development Focused Around: Implementing the Practices and Making Sense of Additional Trajectories using selected units to focus conversations Implementing the Practices and Making Sense of Additional Trajectories using selected units to focus conversations Grade Level MeetingsGrade Level Meetings Grade Band MeetingsGrade Band Meetings Staff MeetingsStaff Meetings PD DaysPD Days SI DaysSI Days Common PlanningCommon Planning Professional Learning CommunitiesProfessional Learning Communities Possible Content: Possible Content: Classroom Video to Identify Practices Look Fors Illustrating the Standards for Mathematical Practice (NCSM) Using Another 2-4 Units as Contexts for Conversations Implement a Highlight Lesson and Conduct Lesson Study Continue Trajectory Conversations Curriculum Alignment Model Develop a map to use the following year (Spring/Summer 2014) Share the maps with staff Implement Lesson Study Continue Curriculum Alignment Slide 63

64 Our Collaborative Work School/District Implementation Individually, write down your initial thoughts given what we have started today. What professional learning goals might be productive for your grade band, school, or district?What professional learning goals might be productive for your grade band, school, or district? How and when could you engage in these conversations on a regular basis?How and when could you engage in these conversations on a regular basis? Which dialogues need to be continued within your school/district to support CCSS implementation?Which dialogues need to be continued within your school/district to support CCSS implementation?

65 Courses, Seminars, & Resources Courses, Seminars, & Resources 65 Website Resource Collections Turn on Common Core MathTurn on Common Core Math Progression Documents (Bill McCallum) Progression Documents (Bill McCallum) National Council of Supervisors of Mathematics (NCSM) National Council of Supervisors of Mathematics (NCSM) Illustrating the Standards for Mathematical Practice Illustrating the Standards for Mathematical Practice Inside Mathematics Inside Mathematics integrating-practice-standards integrating-practice-standards Illustrative MathematicsIllustrative Mathematics Common Core ToolsCommon Core Tools Math Common Core Coalition


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