“FOCUS” on CCSS-M Spring 2012 RESA 6 – 12 Mathematics Robin BarbourJohannah Maynor NCDPI Curriculum and Instruction Division K – 12 Mathematics

Overview of Today Assessment Shifting Professional Development Three Mathematical Shifts Focus on “Focus” Time for Math Developing and Implementing Resources

ASSESSMENT

2012 – 2013 and 2013 – 2014 School Years North Carolina written tests aligned to the COMMON CORE State Standards will be administered.

Technology and Testing Content of the North Carolina assessments is aligned to the CCSS-M; however, the technology will not be as sophisticated as in assessments created by the Smarter Balanced Assessment Consortium (SBAC).

Let’s look at a familiar problem…

Which of the following represents 2/5? a. b. c. d.

With a new twist …

For numbers 1a – 1d, state whether or not each figure has 2/5 of its whole shaded. 1a. 1b. 1c. 1d. ο Yes ο No

This item is worth 0 – 2 points depending on the responses. What series of the yes and no responses would give a student: “Turn and Talk” 2 points? 1 point? 0 points?

For numbers 1a – 1d, state whether or not each figure has 2/5 of its whole shaded. 1a. 1b. 1c. 1d. ο Yes ο No

Scoring Rubric Responses to this item will receive 0 – 2 points, based upon the following: 2 points: YNYN 1 point: YNNN, YYNN, YYYN 0 point: YYYY, YNNY, NNNN, NNYY, NYYN, NYNN, NYYY, NYNY, NNYN, NNNY, YYNY, YNYY

Let’s Do Some Math

Time to Reflect

Shifting Gears…. How did you become an effective teacher? Where did this occur?

PHI DELTA KAPPA International Research Bulletin “ The most powerful influence on students’ learning is the quality of the teacher.”

PHI DELTA KAPPA International Research Bulletin Traditional forms of PD: Workshops Conferences Presentations Courses (daily challenges of teaching)

Key Points Phi Delta Kappan, 2005 Professional development should involve Teachers in the identification of what they need to learn. Teachers in the development of the learning opportunity and/or process.

Key Points Phi Delta Kappan, 2005 Professional development should be primarily school based and integral to the school operations.

Key Points Phi Delta Kappan, 2005 Professional development should provide opportunities to engage in developing a theoretical understanding of the knowledge and skills to be learned.

“Despite virtually unanimous criticism of most traditional forms of professional development, these ineffective practices persist.” Phi Delta Kappan, 2005

Horizon Research Impact on teachers’ use of instructional practices to elicit student thinking

“But NO Impact on….” Teacher content knowledge, Teachers’ use of representations in instruction, Teachers’ focus on mathematics reasoning in instruction Student achievement Garet et al., 2010

What Works? Effective Teacher Development –Collaboration –Coaching –PLCs Steve Leinwand, 2012

What PD have you done that is successful? What concerns do you have about implementing PD? “Turn and Talk”

Time to Reflect

Today’s PLC Goals –Know and articulate the major work of your grade level or course. –Experience and become familiar with rich lessons that go deeper into content.

Three Mathematical Shifts Focus Coherence Rigor

A focus on “FOCUS” In your PLC: Discuss the three topics provided for each grade level. Decide which of the three should not receive intense focus at the indicated grade.

Table of Contents

Identify clusters/standards as either –major work of the grade level –supporting work of the grade level –additional work of the grade level In Your Groups

LUNCH

Time to Reflect

A Recursive View of Some Common Functions

1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning. Standards for Mathematical Practices

When planning, ask “What task can I give that will build student understanding?” rather than “How can I explain clearly so they will understand?” Grayson Wheatley, NCCTM, 2002

Can “Good Tasks” Become “Bad Tasks”?

Types of Math Problems Presented How Teachers Implemented Making Connections Math Problems

Lesson Comparison United States and Japan The emphasis on skill acquisition is evident in the steps most common in U.S. classrooms The emphasis on understanding is evident in the steps of a typical Japanese lesson Teacher instructs students in concept or skill Teacher solves example problems with class Students practice on their own while teacher assists individual students Teacher poses a thought provoking problem Students and teachers explore the problem Various students present ideas or solutions to the class Teacher summarizes the class solutions Students solve similar problems 42

Pledge Plans

Thinking Through a Lesson Protocol (TTLP) Selecting and Setting up a Mathematical Task Supporting Students’ Exploration of the Task Sharing and Discussing the Task

Thinking Through a Lesson Protocol Mathematics Teaching in the Middle School, October, 2008

Universal Design of Learning (UDL)

Time to Reflect

Food for Thought NCTM’s Navigation Series Until we meet again Performance metrics

Time to Reflect

DPI Contact Information Kitty Rutherford Elementary Mathematics Consultant Amy Scrinzi Elementary Mathematics Consultant Robin Barbour Middle Grades Mathematics Consultant Johannah Maynor Secondary Mathematics Consultant Barbara Bissell K – 12 Mathematics Section Chief Susan Hart Program Assistant