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Common Core Confessions of a Math Teacher. So, what is this Common Core thing all about? The standards define the knowledge and skills students should.

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Presentation on theme: "Common Core Confessions of a Math Teacher. So, what is this Common Core thing all about? The standards define the knowledge and skills students should."— Presentation transcript:

1 Common Core Confessions of a Math Teacher

2 So, what is this Common Core thing all about? The standards define the knowledge and skills students should gain throughout their K-12 education. The standards are:  Research- and evidence-based  Clear, understandable, and consistent  Aligned with college and career expectations  Based on rigorous content and application of knowledge through higher-order thinking skills  Built upon the strengths and lessons of current state standards  Informed by other top performing countries in order to prepare all students for success in our global economy and society

3 What does this mean for teaching Mathematics? The following are shifts that Common Core makes in teaching Mathematics:  Greater focus of fewer topics.

4 Focus on Fewer Topics The Common Core calls for greater focus in mathematics.  No more racing to cover many topics in a mile-wide, inch-deep curriculum. Significantly narrow and deepen the way time and energy are spent in the classroom. Here is a basic breakdown of focus areas from K – 8.

5 What does this mean for teaching Mathematics? The following are shifts that Common Core makes in teaching Mathematics:  Greater focus of fewer topics.  Coherence: Linking topics and thinking across grades.

6 Coherence Mathematics is…  not a list of disconnected topics, tricks or mnemonics. a coherent body of knowledge made up of interconnected concepts. Therefore:  Standards are designed around coherent progression from grade to grade.  Learning is carefully connected so that students can build new understanding onto foundations built in previous years.

7 What does this mean for teaching Mathematics? The following are shifts that Common Core makes in teaching Mathematics:  Greater focus of fewer topics.  Coherence: Linking topics and thinking across grades.  Rigor: Pursue conceptual understanding, procedural skills and fluency, and application with equal intensity.

8 Rigor Rigor refers to deep, authentic command of mathematical concepts. To help students meet the standards, educators will need to pursue each of the following three aspects of rigor:  Conceptual understanding – students must be able to access concepts from a number of perspectives.  Procedural skills and Fluency – students must be able to perform calculations with speed and accuracy.  Application – students should be able to use math in a variety of situations that require mathematical knowledge.

9 What are the Standards of Mathematical Practice? These are “processes and proficiencies” that mathematics educators should seek to develop in their students. The mathematical processes include:  problem solving, reasoning and proof, communication, representation, and connections. The mathematical proficiencies include:  adaptive reasoning, strategic competence, conceptual understanding, procedural fluency, and productive disposition.

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11 Why should we teach Standards of Mathematical Practice?

12 What are the challenges we face? The first steps to make Common Core work:  Getting your students to buy in.

13 Getting your students to buy in… Where will I use this in real life?

14 Getting your students to buy in… Will this be on the test?

15 Changing how we assess… Good assessments will:  Be Authentic.

16 Authentic Assessments An authentic assessment is:

17 Changing how we assess… Good assessments will:  Be Authentic. provide students with opportunities to:  Show fluency with concepts and procedures – 40%  Communicate reasoning – 20%  Problem solve– 20%  Model and Analyze – 20%

18 Setting an Authentic Task Change the task that you were given to:  Be Authentic. provide students with opportunities to:  Show fluency with concepts and procedures – 40%  Communicate reasoning – 20%  Problem solve– 20%  Model and Analyze – 20%

19 What are the challenges we face? The first steps to make Common Core work:  Getting your students to buy in.  Aligning with the IBDP.

20 Aligning to the IBDP Traditionally, US Math courses follow the following sequence:  Algebra 1  Geometry  Algebra 2  Pre-Calculus This is not ideal for IB!

21 Aligning to the IBDP To prepare students for IB, some States designed the following courses:  Integrate Math 1  Integrated Math 2  Integrated Math 3

22 Aligning to the IBDP An average math student could then have the following courses:  Integrate Math 1 – Grade 9  Integrated Math 2 – Grade 10  IB Studies/Standard Level – Grade 11/12 A higher-performing math student could have the following courses:  Integrate Math 1/2 – Grade 9  Integrated Math 2/3 – Grade 10  IB Standard/Higher Level – Grade 11/12

23 What are the challenges we face? The first steps to make Common Core work:  Getting your students to buy in.  Aligning with the IBDP.  Navigating the resources.

24 Navigating the Resources What you need to get started:  Curriculum (Scope & Sequence, unit plans etc.)  Assessments  Rich Math Tasks Check out our LiveBinder!  Where: http://www.livebinders.comhttp://www.livebinders.com  Username: esolmath  Password: esolmath


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