2013 Mathematics Standards of Learning Institutes General Session

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Presentation transcript:

2013 Mathematics Standards of Learning Institutes General Session October 7, Abingdon (SWVA Higher Ed Center) October 8, Roanoke (Hotel Roanoke) October 21, Richmond (Hilton Richmond Hotel Short Pump) October 22, Williamsburg (DoubleTree Hotel)

Learning Outcomes Participants will be able to analyze assessments for: SOL alignment Level of cognitive demand Format modify existing assessments to raise the level of cognitive demand modify existing resources to promote problem solving

“The content of the mathematics standards is intended to support the five goals for students” - 2009 Mathematics Standards of Learning

Five goals…for students to become mathematical problem solvers that communicate mathematically; reason mathematically; make mathematical connections; and use mathematical representations to model and interpret practical situations Process Goals

2009 – Changes in Mathematics Standards

2010 – Vertical Articulations and Pedagogy Mathematical Problem Solving Mathematical Communication Mathematical Reasoning Mathematical Connections Mathematical Representations

2011 – Cognitive Demand and Process Goals Mathematical Problem Solving Mathematical Communication Mathematical Reasoning Mathematical Connections Mathematical Representations

2012 – Using Formative Assessment Tools Mathematical Problem Solving Mathematical Communication Mathematical Reasoning Mathematical Connections Mathematical Representations

2013 –Modifying Resources to Promote Problem Solving and Critical Thinking Participants will Analyze and modify an assessment – compare expectations of SOL and Curriculum Framework to an assessment and modify it to meet intended expectations; and modify an existing instructional task to emphasize process goals and problem solving.

Cognitive Demand… “The kind and level of thinking required of students in order to successfully engage with and solve the task.” Stein, Smith, Henningsen, & Silver, (2000)

Characteristics of Rich Mathematical Tasks High cognitive demand (Stein et. al, 1996; Boaler & Staples, 2008) Significant content (Heibert et. al, 1997) Require justification or explanation (Boaler & Staples, in press) Make connections between two or more representations (Lesh, Post & Behr, 1988) Open-ended (Lotan, 2003; Borasi &Fonzi, 2002) Allow entry to students with a range of skills and abilities Multiple ways to show competence (Lotan, 2003)

Level of Cognitive Demand in Activities

Level of Cognitive Demand in Activities High Level of Cognitive Demand Med Med Low

Level of Cognitive Demand in Activities Write a real-world problem using this expression. Is the value of this expression more or less than 1? How do you know? Simplify.

Instruction and Assessment Assessment should have – Purpose: instruction should be designed with the assessment in mind Balance: be strategic in the development Conceptual vs. procedural Levels of cognitive demand Varied formats

Learning Community Planning/Pacing long/short term Instruction what/how Common Assessments development/ modification Analyze Data and Student Work

Professional Development Resources Online professional development modules will be provided on the VDOE Mathematics Web site 2 modules with 7 parts total, broken into (roughly) 45-min segments Facilitators guide, all necessary documents Options for delivery grade-level/subject area teams to work through professional development in their learning community meetings division-wide professional development

21st Century Video