CA-CCSS: Changes in Classroom Practice Robert Preston CUSD Mathematics Coach

Yesterday... Mindsets – Make students explicitly aware that learning is a process of making new connections in you brain – New connections develop as we engage in tasks they may be difficult – The power of praise

Today Link changes in classroom pedagogy and practice to SMPs See connections between all three: – Mindsets, SMPs and classroom practices

CCSS-M Key Shifts Focus – Rather than racing to cover many topics, the standards ask teachers to significantly narrow and deepen the way time and energy are spent in the classroom. Coherence – Mathematics is not a list of disconnected topics, tricks, or mnemonics; it is a coherent body of knowledge made up of interconnected concepts. Rigor – Deep, authentic command of mathematical concepts; not making math harder or introducing topics at earlier grades.

Mathematical Practices & Content The Content is more focused and coherent The Mathematical Practices, when developed deeply, will get at rigor So, the question beckons: Will this alone make my classroom “Common Core?”

Changes/Shifts in Classroom Practice

Where Are You? Take a moment to reflect on your classroom practice Where do you think you fall along the continuum for each shift; mark with an x Do you have evidence to support your placement? Talk with your table partners

Activity Always True, Sometimes True, Never True – Evaluate at least 3 of the mathematical statements to determine whether they are always true, sometimes true or never true. – Be ready to justify your thinking

What shift in classroom practice is best illustrated by this type of activity? Why do you think that?? If students are to demonstrate proficiency with the SMPs, what might the classroom look like? Do these connect to the SMPs? Why do you think that??

A Common Link: Discourse

What Does Discourse Look Like in Your Classroom?

Mindsets, SMPs, Shifts Are they connected? They require a revision of the typical classroom contract Teacher role moves from one that is less directive to one that is more supportive: – a fellow student, a resource, a learner

Implementing These Shifts? Identify one (or several) that you feel will provide greatest impact on student learning Start with your particular area of strength/ comfort Select one or two as a PLC focus – Use in planning – Use peers’ strengths as resources – Evaluate student work through its lens