Presentation on theme: "WELCOME TO THE MAISA COMMON CORE STATE STANDARDS INITIATIVE"— Presentation transcript:
1 WELCOME TO THE MAISA COMMON CORE STATE STANDARDS INITIATIVE 3/27/2017WELCOME TO THE MAISA COMMON CORE STATE STANDARDS INITIATIVEMATHEMATICS CURRICULUM MATERIALS SESSIONAugust 8, 2013Presented by:Denise BradyShiawassee RESD/Clinton County RESAMathematics ConsultantAmanda Milewski; Denise Brady;
2 AGENDA Session Overview, Development and Current Status of the Project CCSSI Mathematics Curriculum Materials/Resources and Professional Learning ModelsExploring a Complete Unit of StudyTeaching and Learning Trajectories Across GradesCurriculum Alignment ModelModified Lesson Study ModelPlanning for Transition27-Mar-17
3 MAISA CCSSI Collaborative Allegan Area ESA Berrien RESA 3/27/2017MAISA CCSSICollaborativeAllegan Area ESABerrien RESAClinton County RESAGenesee ISDKalamazoo RESAKent ISDMacomb ISDManistee ISDMuskegon ISDOakland ISDOttawa ISDShiawassee RESDTraverse Bay Area ISDWayne RESAWexford-Missaukee ISDMathematics Leadership Team Meets monthly to discuss the projectAmanda Milewski; Denise Brady;
4 Collaborations WITHIN MICHIGAN 3/27/2017CollaborationsWITHIN MICHIGANGlenda Lappan and Betty Phillips, MSU, Middle School Mathematics ContentEdward Silver, UM, Algebra Teaching and Learning 7 – 11Jack Smith, MSU, Elementary MeasurementBEYOND MICHIGANHugh Burkhardt, Shell Centre, Secondary AssessmentNational Council of Supervisors of MathematicsAmanda Milewski; Denise Brady;
5 Phase 1 6 – 8 Units on Ratio K - 5 Units on Place Value 9 - 11 Units 3/27/2017Phase 16 – 8 Unitson RatioCommon Unit & Lesson TemplatesCommon Focus Area for Unit ContentMaterials written and revised based on reviews from the fieldUnitson TransformationsK - 5 Unitson Place Valueapp.gosoapbox.com Event Code:Amanda Milewski; Denise Brady;
6 Phase 2 4 additional units per grade provided in 2012-2013 3/27/2017Phase 2Leadership from ISDs determine content for future units4 additional units per grade provided in3 additional units per grade providedTOTAL of 6 to 8 units per grade level from the projectUnits, Lessons, and Assessments writtenPilot and Review Teams from ISD provide feedback for ReviewsPROCESS INFORMATIONAmanda Milewski; Denise Brady;
7 PHASE 3 Three Year Implementation 3/27/2017PHASE 3Three Year ImplementationYear 1One unit of study per grade (K-11) for both ELA and MathYear 2Four additional units of study per grade (K-11) fro both ELA and MathYear 3Full K-11 curriculum model for both ELA and Math aligned to CCSSProposed process for development of K-11 curriculum aligned to Common Core State Standards for both ELA and MathematicsAmanda Milewski; Denise Brady;
8 GRADE LEVEL STRUCTURE 3/27/2017 Per Grade Level6-8 Units1 Highlight Lesson per Unit of Study1 Formative Assessment Task Designed Around Re-engagementProfessional Learning Tasks (Artifacts)Professional Learning ResourcesInstructional ResourcesAmanda Milewski; Denise Brady;
9 CCSS Mathematics Standards Standards for ContentStandards for PracticeGreater balance of concept and skill developmentGreater access for all studentsNew focus onMathematical ModelingProblem SolvingReasoning9
10 “To help young people learn the more complex and analytical skills they need for the 21st century, teachers must learn to teach in ways that develop higher-order thinking and performance.To develop the sophisticated teaching required for this mission, education systems must offer more effective professional learning…”Darling-Hammond and Richardson, 2009
11 What discussions need to happen locally to implement the CCSS units? Implementation . . .3/27/2017FOCUS QUESTIONSWhat do teachers or administrators need to consider as they implement the CCSS units ?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?Amanda Milewski; Denise Brady;
12 Common Core State Standards MAISA Initiative 3/27/2017Common Core State Standards MAISA InitiativeThe 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 LessonFormative AssessmentResources (video, sample student work, rubrics, instructional websites, etc.)Amanda Milewski; Denise Brady;
13 Key Features of CCSS addressed in CCSSI materials 3/27/2017Key Features of CCSS addressed in CCSSI materialsEmphasis on the use of student thinking within instruction and assessmentAttention to both content and practice standards to support a balance of conceptual understanding and procedural fluencyIncorporation of mathematical explanations by studentsUse of multiple representations (technology)Integration of accessibility strategies including attention to Title One support strategiesLearning opportunities and assessments that include inquiry and explorationEmbedded research-based tools to support implementationCover sheet being developed to emphasize in what ways Title One strategies are built into the units to create access for all students. Ie; use of color, grid paper, paddy paperAmanda Milewski; Denise Brady;
14 Connecting Representations 3/27/2017Connecting RepresentationsPicturesOralLanguageManipulativeModelsReal-WorldSituationsWrittenSymbolsGeometric/GraphicalVerbal(written and oral)TabularContextualSymbolicAdapted 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.Amanda Milewski; Denise Brady;
15 Frequently Asked Questions Will this curriculum replace my 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 CCSSNot self-enactingHand out FAQ Document and reference in AtlasGive time to process
16 Professional Learning Models Exploring a Complete Unit of StudyCurriculum AlignmentTeaching & Learning Trajectories across GradesModified Lesson StudyThese are the four professional learning models prepared that can be guides for collaborative work within districts. The MAISA CCSSI Mathematics Curriculum Materials consist of a unit overview, a highlight lesson, and a sample formative assessment. This model is one of four to help us plan for how to use our current textbooks (or primary instructional resources) to support teaching and learning of the Common Core State Standards for Mathematics (CCSS-M).
17 Model 1: Exploring a Complete Unit of Study MAISA Common Core State Standards Initiative (CCSSI)Model 1:Exploring a Complete Unit of Study30 min orient participants to the organization of a unit and highlight lesson1 hour do highlight lesson & discussFacilitators need to decide which piece(s) of the highlight lesson on which to focus. You are not likely to have enough time to enact the entire highlight lesson and discuss.The purpose is to have opportunities to discuss instructional moves, ties to Standards for Mathematical Practice, and essential questions.30 to 40 min - The purpose is to help participants make sense of the notion of reengagement and discuss/experience a portion of the formative assessment.This structure exemplifies a shift from primarily traditional summative type classroom assessments to assessments that are planned for and structured to support ongoing student learning.Materials: Participants will need copies of Unit, Highlight Lesson and Formative Assessment task (reengagement task)
18 Key Characteristics of Mathematics Standards Focus on key topics at each grade level so that students gain strong foundationsCoherence: Connections across grades AND link major topics within gradesRigor: An increase in conceptual understanding, procedural skill and fluency, and application with equal intensityMathematical practices: Foster reasoning and sense- making in mathematics18
20 Grade Level Unit Components Unit ThemesGraphicFocus QuestionsIntellectual ProcessesKey ConceptsContent StandardsAbstractCCSS StandardsInstructional ResourcesIlluminationsChildren’s LiteratureTexas InstrumentsReferencesAppletsProfessional ResourcesNCTM ArticlesBooksIn Groups….
21 Orientation to the Unit Refer to the unit overview:Where do you see opportunities for teachers to grow their understanding of mathematics content and develop standards for practice?How might a single unit support teachers in making both content related and pedagogical shifts in practice?Further prompts:What’s important about the ___________ (graphic organizer, unit abstract, questions to focus instruction and assessment)? What support might the ___________ (graphic organizer, unit abstract, questions to focus instruction and assessment) provide?These units do not include day-to-day lessons. Given this, how might this unit help you think about how to use your instructional materials more effectively?Sample responses:There are connections represented between math ideas in the graphic organizer. Seeing these connections help me see some connections I haven’t made. I can use the graphic organizer to help me think about math connections I need to help my students make.The graphic organizer and the abstract help me think about what kinds of lessons from my textbook I might include to teach this unit. The abstract also helps me see how the math ideas develop throughout the unit. They help me see where to start, where to end, and how deep to go with a particular standard within a particular unit.I can use the questions to focus instruction and assessment to help my students and me stay focused on the math goals of the unit. These help me highlight key ideas in the Common Core that may or may not be in my instructional materials.The Intellectual Processes (Mathematical Practices) can remind me to explicitly help my students develop these practices. While all 8 practices can be incorporated into many lessons in some manner, I need to make sure I give focused attention to some of these standards also.
22 Atlas Curriculum Mapping Units, Highlight Lessons, Formative Assessments and other resources available in Atlas by RubiconGO MAISA SITEPull up Grade 4 unit 5 Highlight Lesson
23 Units of StudyLesson resourcesAssessment resourcesProfessional resourcesVideoSample student workAnd more
24 Highlight Lesson Components Highlight Lesson ThemesGraphicFocus QuestionsIntellectual ProcessesKey ConceptsHighlight Lesson Content StandardsAbstractCCSS StandardsLesson Instructional ResourcesSequence of Lesson ActivitiesSelecting and Setting up a Mathematical TaskLaunchSupporting Students’ Exploration of the TaskSharing and Discussing the Task
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,
27 Reengagement A Formative Assessment Strategy 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; andrequires interactions between and among teachers, students, and the content to be learned.A Reengagement lesson is a type of formative assessment strategy. Think back to the graphicRead 1st bullet – point out that using student work is the analysis phaseRead 2nd bullet – Effective and intentional use of student thinking is the instructional decisions we make with the student evidence in mind to engage students in our mathematical goalRead 3rd bullet – Formative Feedback requires interactions that are specific to student understandings and the content to be learned
28 Formative Assessment Reengagement Framework Give the assessment taskCollect and analyze student thinkingReengage students with an evolution of the original taskSummarizeProvide independent practiceReengagement is one strategy for FA
29 CCSSI Curriculum Resources 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 practicesuse of technology for instruction?How might your teachers use these resources?You may choose to skip this slide depending on conversation the group has already had about the Unit, Highlight Lesson, and Assessment.Be prepared to share your thinking with your group!
30 Professional Learning Models Exploring a Complete Unit of StudyCurriculum AlignmentTeaching & Learning Trajectories across GradesModified Lesson Study
31 MAISA Common Core State Standards Initiative (CCSSI) Model 3:Learning Trajectories across GradesNote: You might consider using Model 1 slides to introduce teachers to the units if they are not already familiar with the materials before using Model 3 slides.
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).How might understanding the CCSS learning trajectories improve student learning?This quote is from a 2012 Report from the THE CONSORTIUM FOR POLICY RESEARCH IN EDUCATION (CPRE). It is intended to highlight the importance of the trajectories built into the common core and to remind participants that it is no longer ok to just look at the standards for your grade because you will miss important ideas.This focus question and the next activity are designed to introduce participants to a trajectory and to offer them the opportunity to consider for themselves ways in which understanding how content develops across grades might be used to provide better more effective instruction for students.Give teachers a few moments to talk with a partner about this focus question and then another minute or so to make some notes in their journals that they can add to as the activity proceeds.Lead-in to next slide:Within grade trajectories: standards are targets for end of gradeWe must also take into account the structure of the standards = across grade content trajectories
33 UNIT TITLESThe trajectory we are working with today.
34 Learning Trajectories Across Grades Professional Learning Model 3 Activity – Working with your table group, discuss the development of the mathematical ideas across the grade levels.What do you notice about the development of the mathematics across the grades?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.Handouts: One Unit Overview at each grade level in your grade band representing a portion of the content trajectoryDefine the mathematical focus idea for each grade band 3-6 FractionsOrganize participants into table groups with one person representing each grade level in your grade band.Focus Question #1: Begin by asking teachers to review the Unit Overviews for each of the grade levels in their grade band making notes about how the mathematics develops. After everyone in the group has had a chance to read the Unit Overviews individually, ask them to discuss what they noticed.As participants are talking and/or drafting their posters, you may wish to pose the following questions to press them for a more careful read of the Unit Organizers and greater detail in their thinking:Have you considered how the graphic organizer in the Unit Overviews relate to the mathematical focus idea?How do the graphic organizers and the unit abstracts interact with one another?Which parts of this trajectory is/are the most difficult for students? Teachers?Focus Question #2: Once participants have a representation of the trajectory, move them on to consider question #2 as a group. Ask them to add at least one example describing a way in which knowing the trajectories of the mathematics might inform/shift their teaching for the better.Facilitators look for group/s to share trajectory ideas that would exemplify any of the following (working to generalize or scaffold this process):What features of the unit helped make the trajectory explicit. What did you specifically attend to in the unit to study the trajectories?
35 Learning Trajectories and the Common Core State Standards RESOURCES:Look at the 3-5 Number and Operations Fractions Progression as an example
36 Building Connections & Coherence at Two Levels Work at the systems level:Course curriculum design within and across grades/coursesCourse offerings (tracking, acceleration, integrated content)Instructional tasksCollegial conversations within and across grades/courses (District Dialogues)Work at the classroom level:Task selectionAssessment for learningIdentifying misconceptionsConnecting to prior knowledge and future lessons (mathematical language, tasks, strategies)Reflection sheetWork at the systems level: How do Learning Trajectories impact our work at systems level?Work at the classroom level: How do Learning Trajectories impact your classroom?36
38 Professional Learning Models Exploring a Complete Unit of StudyCurriculum AlignmentTeaching & Learning Trajectories across GradesModified Lesson StudyThese are the four professional learning models prepared that can be guides for collaborative work within districts. Today we are focusing on Model 2, Curriculum Alignment. As you know the MAISA CCSSI Mathematics Curriculum Materials consist of a unit overview, a highlight lesson, and a sample formative assessment. This day is designed to help us plan for how to use our current textbooks (or primary instructional resources) to support teaching and learning of the Common Core State Standards for Mathematics (CCSS-M).
39 MAISA Common Core State Standards Initiative (CCSSI) Model 2:Mathematics Curriculum Alignment: Using the MAISA CCSS Mathematics Curriculum Materials to Guide InstructionThere are four models for professional learning that the MAISA Mathematics Leadership Team Developed.Exploring a Complete Unit of StudyCurriculum AlignmentTeaching & Learning Trajectories across GradesModified Lesson StudyWhile these are not the only four ways to engage teachers with the materials, these models are a resource for instructional leaders to use as appropriate. This set of slides focused on Model 2: Curriculum Alignment. It is necessary to engage teachers with the design and purpose of the units prior to using this model (see the FAQ sheet at the beginning of each grade in Atlas). If teachers don’t understand the purpose of these units and how they are intended to be used, they will have difficulty with the work outlined in this PPT.This model is designed to take 2.5 hours. It gives teachers an opportunity to identify which unit or units in their textbooks or primary instruction resources align to a particular MAISA CCSSI Unit. It allows time to identify which and to what extent the CCSS-M concepts, procedures, and practices are attended to in their materials. If teachers are planning to revise a unit or units in their materials to align to the CCSS-M content as described in the MAISA CCSSI Unit they will need additional time to do this. We suggest a minimum of 1 day per unit. This varies greatly depending on teachers knowledge of the CCSS-M and their current instructional practices.Materials:Current textbook or primary instructional resourceOnline access to Atlas Rubicon websiteDirections to access units in AtlasPrinted copies of the unit to be aligned (optional if online access available)Printed copies of the unit title list (optional if online access available)
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)These standards represent the next big step for education in the United States. This quote from the introduction to the CCSS is quite dense, take a few moments and unpack this text with participants.First, these standards for most teachers will represent a significant change. Changes in the content, the organization of the content, the implied nature of the instruction need to support this new content and in the assessments.Even with all the changes most teachers will see in the CCSS, it is important to note that these Standards are built firmly on the lessons learned in prior standards work done in this county over the last 20 years. Teachers who embraced many of the ideas developed during the early standards work are likely to feel immediately at home with overall philosophy of the standards.These Standards AND the national effort to work together to better understand effective mathematics instruction offers new hope that we can indeed keep the promises we make to our students each day, in each classroom.
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 Preliminary Analysis - Compare the list of CCSSI Curriculum Unit Titles to the unit titles in your instructional materials and begin to map corresponding units.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 material’s inclusion/exclusion of the CCSS for mathematical concepts and skills.Practice-Focused Analysis: Repeat Step 2 with a focus on the CCSS for Mathematical Practice.This slide outlines the process for curriculum alignment review. This is intended to expose teachers to the big picture of what they are about to do. The next slides articulate particular aspects of this process.
43 Curriculum Alignment Professional Learning Model 2 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.Reference Unit TitlesLocate Units in Your Instructional Materials 20 min
44 Topic 1: NumerationTopic 2: Number Sense: Addition and SubtractionTopic 3: Using Place Value to Add and SubtractTopic 4: Meaning of MultiplicationTopic 5: Multiplication Facts: Use PatternsTopic 6: Multiplication Fact: Use Known FactsTopic 7: Meanings of DivisionTopic 8: Division FactsTopic 9: Understanding FractionsTopic 10: Fraction Comparison and EquivalenceTopic 11: Two-Dimensional Shapes and Their AttributesTopic 12: TimeTopic 13: PerimeterTopic 14: AreaTopic 15: Liquid, Volume, and MassTopic 16: Data
45 Curriculum Alignment Professional Learning Model 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 material’s inclusion/exclusion of the CCSS-M concepts and skills.Review concepts and skills– 50 minCompare a particular CCSSI Unit to an unit in your textbook (or primary instructional resource).
49 Textbook Enactment Guide – Blank Template Hand out Sample – Not for public distribution
50 Curriculum Alignment Professional Learning Model 2 Practice-Focused Analysis (about 30 minutes)Repeat Step 2 with a focus on the CCSS for Mathematical Practice.Review for CCSS-M practices – 30 minCompare a particular CCSSI Unit to an unit in your textbook (or primary instructional resource).Use of Video to highlight Mathematical Practices being enacted in classrooms (Inside Mathematics, Teaching Channel are 2 resources)“Look For’s” developed by St Clair RESA
51 ReflectionsWhat is your reaction to the work we have done thus far? What seems promising and/or challenging at this point?What work needs to be continued to support mathematics teaching and learning?
53 Professional Learning Models Exploring a Complete Unit of StudyCurriculum AlignmentTeaching & Learning Trajectories across GradesModified Lesson StudyThese are the four professional learning models prepared that can be guides for collaborative work within districts. Today we are focusing on Model 4, Modified Lesson Study. As you know the MAISA CCSSI Mathematics Curriculum Materials consist of a unit overview, a highlight lesson, and a sample formative assessment. This day is designed to help us plan for an “common” lesson enactment and set up a future conversation to debrief our experiences.The focus of the debrief at the next meeting should be selected at or before the initial meeting with teachers. The purpose of this model is to use modified lesson study to support teaching and learning of the Common Core State Standards for Mathematics (CCSS-M).
54 MAISA Common Core State Standards Initiative (CCSSI) Model 4:Modified Lesson Study: Using the MAISA CCSS Mathematics Curriculum Materials to Guide Instruction
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)These standards represent the next big step for education in the United States. This quote from the introduction to the CCSS is quite dense, take a few moments and unpack this text with participants.First, these standards for most teachers will represent a significant change. Changes in the content, the organization of the content, the implied nature of the instruction need to support this new content and in the assessments.Even with all the changes most teachers will see in the CCSS, it is important to note that these Standards are built firmly on the lessons learned in prior standards work done in this county over the last 20 years. Teachers who embraced many of the ideas developed during the early standards work are likely to feel immediately at home with overall philosophy of the standards.These Standards AND the national effort to work together to better understand effective mathematics instruction offers new hope that we can indeed keep the promises we make to our students each day, in each classroom.
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 Lesson2In planning for this series of meetings:Read the lesson carefully. Be sure to note the mathematical goals of the lesson.Begin to consider what instructional focus might be productive to explore with this teacher group. To do this ask yourself:What about this lesson highlights what is “new” given the CCSS?What about this lesson might be challenging for my colleagues and me?Which aspect of the lesson (Launch, Explore, or Summary) might be a productive focus as a professional learning task?Plan to present a 30 minute version (adjust based on the time available to you at the meeting) of the lesson for colleagues that highlights the “new” and challenging CCSS-M features in the lesson and focuses on one key element of the lesson (L,E,S).13Preview and Plana) the lessonb) the post lesson discussionReflect and Learnthe lessoninstructional elements
58 Modified Lesson Study: Collaboratively Planning and Debriefing Lessons Modified Lesson Study using the Highlight LessonPart 2- In your classroom, enact the lesson that we previewed as a team and collect an artifact (e.g., student work, group/class created posters, sample questions you asked and student responses, video or audio recording, etc.) from the lesson that will provide a context for what you will share (related to our pre-selected focus) during the debriefing.123Reflect and Learnthe lessoninstructional elementsPreview and Plana) the lessonb) the post lesson discussion
59 Modified Lesson Study: Collaboratively Planning and Debriefing Lessons Modified Lesson Study using the Highlight LessonMeet at a future grade level meeting to discuss our experiences (with respect to our pre-selected focus).This meeting is not intended to simply be a time for everyone to share their individual experiences. While this can be interesting and engaging, the lack of focus can be an obstacle to supporting shifts in instruction. By focusing the debrief on an aspect of instruction, the intent is that teachers will be better situated to learn from the conversation and, in turn, apply something they learned in their own classrooms. To remain focused, it helps to have a set of questions (aligned to the instructional focus identified at the initial meeting) to guide the conversation. For example, if the team of teachers plans to compare and contrast the ways in which students talk with one another regarding the mathematics as opposed to how students talk with the teacher regarding the mathematics teachers might bring any of the following to the debriefing session (everyone does not need to bring the same artifact to the next session):examples of student explanations (written or recorded) to one anotherexamples of student explanations (written or recorded) to the teacherdata regarding how often (and possibly how long) the teacher spoke as opposed to students during a portion of the lesson (e.g., during the lesson summary)pictures of group work and with commentary on how the students used the posters to support their explanations to the class (and the teacher)a list of questions that students seemed to be able to answer well and those they struggled to answerwritten reflection of how students interacted with examples of particular interactions (The reflection could include what the teacher learned from observing these interactions.)123Preview and Plana) the lessonb) the post lesson discussionReflect and Learnthe lessoninstructional elements
60 Modified Lesson Study: Collaboratively Planning and Debriefing Lessons After experiencing the lesson discuss:What are the mathematical goals of the lesson?What about this lesson highlights what is “new” given the CCSS?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?
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?Based on the instructional focus you (or the team) selected, plan focus questions for the debrief. Use these questions when you meet to discuss teachers’ lesson enactments.What questions might you ask teachers to consider once they have taught the lesson to prompt productive and thoughtful mathematical discussions? (see below for three possible scenarios).Focus - DiscourseArtifact: Transcript or video-taped class segmentFocus Questions/Prompts:Identify any of the five question types (“talk moves”) in the classroom segment.For each “move”, discuss the effect that the move had on the class discussion and learning.Focus - Technology in LearningArtifact: Student work samplesIn what ways did the technology support the development of your mathematical goals for you full range of learners?Focus - Student ThinkingGiven your mathematical goals for the lesson, what do students seem to understand and what do they not yet understand?What implications for classroom instruction does this have?What implications for cross grade level curriculum does this have?
62 Planning for 2013-14 Professional Development Focused Around: Implementing the Practices and Making Sense of Trajectories using selected units to focus conversationsGrade Level MeetingsGrade Band MeetingsStaff MeetingsPD DaysSI DaysCommon PlanningProfessional Learning CommunitiesPossible Content:Classroom Video to Identify PracticesLook For’sIllustrating the Standards for Mathematical Practice (NCSM)Using 2-4 Units as Contexts for ConversationsImplement a Highlight Lesson and Conduct Lesson StudyTrajectory ConversationsCurriculum Alignment ModelGrade 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 2014This slide provides ideas for how a grade level/school/district may begin to plan for implementation using the MAISA CCSSI materialsDepending on where the grade level/school/district is in the process, they would choose which of the 4 Models to focus on. Districts will want to choose a model for focus that meets their needs. Participants need to be familiar with Models 1 and 3 before implementing Models 2 and 4. A suggested progression follows:Become familiar with the Units/Lessons/Formative Assessment structure and how this compares to current practice.How might the Units/Lessons/Formative Assessments serve as a resource for thinking about the development of ideas and the structure of the curriculum both within and across grades?Where are opportunities for all students to access the curriculum?Build an understanding of the trajectories across and within grades and how this impacts instruction.What conversations and planning need to take place to ensure this understanding?How does this understanding lead to all students having access to the curriculum?3 and/or 4. Implement Lesson Study around a Highlight Lesson or Formative AssessmentCurriculum Alignment
63 Planning for 2014-15 Professional Development Focused Around: Implementing the Practices and Making Sense of Additional Trajectories using selected units to focus conversationsGrade Level MeetingsGrade Band MeetingsStaff MeetingsPD DaysSI DaysCommon PlanningProfessional Learning CommunitiesPossible Content:Classroom Video to Identify PracticesLook For’sIllustrating the Standards for Mathematical Practice (NCSM)Using Another 2-4 Units as Contexts for ConversationsImplement a Highlight Lesson and Conduct Lesson StudyContinue Trajectory ConversationsCurriculum Alignment ModelDevelop a map to use the following year (Spring/Summer 2014)Share the maps with staffImplement Lesson StudyContinue Curriculum AlignmentOnce participants are familiar with the Units/Lessons/Formative Assessments data could be used to choose a trajectory for focus. This could be used in conjunction with the Curriculum Alignment and the Lesson Study Models.
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?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?
65 Courses, Seminars, & Resources Website Resource CollectionsTurn on Common Core MathProgression Documents (Bill McCallum)National Council of Supervisors of Mathematics (NCSM)Illustrating the Standards for Mathematical PracticeInside Mathematicsintegrating-practice-standardsIllustrative MathematicsCommon Core ToolsMath Common Core Coalition