Advancing the Common Core State Standards in Math: Making Connections to STEM CSLNet Summit March 2015 Panel Moderator Joan Bissell, CSU Office of the Chancellor Presenters Ivan Cheng, CSU Northridge Carol Fry Bohlin, CSU Fresno Diedre Sessoms, CSU Sacramento

Ivan Cheng Associate Professor, Department of Secondary Education CSU Northridge

Supporting Pre-Service and In- Service Teachers for Common Core

Common Core Standards New Demands on Students Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Common Core State Standards in Mathematics: Standards for Mathematical Practice

Common Core Standards New Demands on Teachers Math and science teachers need to align their curricula with 21 st century standards. In particular, the recently adopted CCSSM requires teachers to shift their instructional practices from the traditional “show and tell” approach to creating opportunities for students to “construct viable arguments and critique the reasoning of others” (p. 6). Rising Above the Gathering Storm, Revisited: Rapidly Approaching Category 5 from the Committee on Prospering in the Global Economy of the 21 st Century

Unfortunately, the current instructional practices of many American math teachers align poorly with the demands of the CCSSM and instead emphasize explaining and demonstrating procedures—the kind of teaching these teachers themselves experienced as pupils. Hiebert, Morris, & Glass, 2003; Lampert, 1990; Smith, 1996 The Problem

The Need Teachers need support in implementing the new standards and tools to help them shift their practices. “Teachers learn well just as students do – by studying, doing, and reflecting; by collaborating with other teachers; by looking closely at students and their work; and by sharing what they see.” Linda Darling-Hammond (1999), p. 12

One Solution Student Thinking Assess Brainstorm Create Discuss Evaluate

One Solution Assess Brainstorm Create Discuss Evaluate Student Thinking The Responsive Teaching Cycle (RTC)

One Solution The Responsive Teaching Cycle (RTC) A.Assess students’ thinking and misconceptions B.Brainstorm strategies to address learning needs C.Create learning activities to support students D.Discuss implementation concerns E.Evaluate the implementation of lesson Collaborative inquiry as ongoing, job-embedded professional development Focused on getting through to the students, rather than getting through a textbook

CST Results Percentage of 8th graders scoring Proficient or Advanced on Algebra 1 CST Year 1 One Solution

Impact on Pre-Service Practice (based on PACT) One Solution Lesson FocusSupports for AccessEngagement Strategies 12 “Balanced” 8 Developed by ST 12 Evident & explicit 4 Embedded in curr. 6 “Traditional- Procedural” 4 Limited 4 Unclear 2 Not provided 2 Absent

One Solution Impact on Pre-Service Practice (based on PACT) Designed lessons around students’ learning needs Implemented lessons using “reform” practices Assessed students daily to inform instruction Supported students in learning mathematics Learned how to teach in an urban school Paper presented at AERA, 2009

One Solution Implications for Preparation of Math Teachers Teachers are the key for helping students gain access to colleges Teachers, both pre-service and in-service, need opportunities and spaces to engage in collaborative inquiry around students’ thinking Teachers need a learning environment to support generative change

Carol Fry Bohlin Professor and Director, Mathematics and Science Teacher Initiative (MSTI) Coordinator, M.A. in Education – Curriculum & Instruction Option Editor, California Online Mathematics Education Times (COMET) CSU Fresno

Engineering Success for Prospective K-8 Teachers California State University, Fresno

The “E” in STEM Dr. Ram Nunna, Dean of the Lyles College of Engineering, at the Central California STEM Collaborative Spring Symposium at Fresno State – 5 March 2015 California State University, Fresno

Liberal Studies major  Future K-8 teacher 120-semester-unit Liberal Studies major at Fresno State includes 9 semester units of math semester units of science Concentration: 12 upper division semester units STEM Concentration: –“Environmental Earth and Life Sciences –“Energy, Technology, and Society” –“Physics, Pedagogy, and Outreach” –“Engineering Literacy” Liberal Studies STEM Concentration California State University, Fresno

Engineering Literacy Course (One of 4 Liberal Studies STEM Concentration courses) Equity and Justice (environmental and social justice, livable communities) Ecosystem and Habitat (biodiversity, conservation, land preservation) Culture (aesthetics, historic and cultural preservation) Air/Water/Space/Land Quality (greenhouse gases, health, etc.) Energy (consumption and efficiency) Materials (hazardous waste, recycling) California State University, Fresno

Engineering Literacy Course for Liberal Studies Majors Course Outcomes Humanities and Engineering Design Constraints Sustainability Context-Sensitive Solution Problem Solving Communications Critical Reasoning Lab Activities Ancient construction Public perception of engineering Engineering resources Engineering drawings Engineering communication Spreadsheet calculations Engineering design California State University, Fresno

Lab Components Small-scale lab Field survey Library workshop Drafting lab Writing lab Computing lab Presentation venues Project – Selection – Design – Optimization – Building and Construction California State University, Fresno

Hands-on Faculty Professional Development (NGSS and CCSS-M) California State University, Fresno

Hands-on Faculty Professional Development (NGSS and CCSS) California State University, Fresno

NGSS Crosscutting Concepts and CCSS-Mathematics Domains (K-8) K-5 CCSS-M Domains: Counting and Cardinality (Grade K) Operations and Algebraic Thinking Number and Operation in Base 10 (and Fractions, Grade 3-5) Measurement and Data Geometry Grade 6-8 CCSS-M Domains: The Number System Ratios and Proportional Relationships (Grade 6-7) Expressions and Equations Geometry Statistics and Probability Functions (Grade 8) NGSS Crosscutting Concepts 1.Patterns 2.Cause and effect 3.Scale, proportion, and quantity 4.Systems and system models 5.Energy and matter 6.Structure and function 7.Stability and change Focus is on developing skills in communicating, critical thinking, analytical reasoning, and problem solving.

California State University, Fresno

M1. Make sense of problems & persevere in solving them M2. Reason abstractly & quantitatively M6. Attend to precision M7. Look for & make use of structure M8. Look for & express regularity in repeated reasoning S2. Develop and use models M4. Model with mathematics S5. Use mathematics & computational thinking E1. Demonstrate independence in reading complex texts and writing and speaking about them E7. Come to understand other perspectives & cultures through reading, listening, and collaborations E6. Use technology & digital media strategically & capably M5. Use appropriate tools strategically S8. Obtain, evaluate & communicate information E3. Obtain, synthesize, and report findings clearly and effectively in response to task and purpose S1. Asking questions and defining problems. S3. Planning and carrying out investigations S4. Analyzing and interpreting data S6. Constructing explanations and designing solutions. E2. Build a strong base of knowledge through content rich texts E5. Read, write, and speak grounded in evidence M3 & E4. Construct viable arguments & critique reasoning of others S7. Engage in argument from evidence Nell Papavasiliou California State University, Fresno See Adapted From: Cheuk, T. (2012) Relationships and Convergences Found in the Common Core State Standards in Mathematics (practices), Common Core State Standards in ELA/Literacy (student portraits), and A Framework for K-12 Science Education (science & engineering practices). Engineering Science ELA Math

Engineering Projects Day – Future K-6 Teachers Join Engineering Majors California State University, Fresno

New Confidenceand Competence

Liberal Studies STEM Concentration  Fresno Unified Teacher Residency Program California State University, Fresno

Next Steps in Professional Development in STEM Areas Join professional organizations: CMC, CSTA, CUE Attend professional conferences (like this one!) Attend CSMP Institutes (SJVMP, CVSP, CVCUE) Become active in the Central CA STEM Collaborative Earn a graduate degree in math or science education Attend district/COE/IHE PL opportunities Become active in CAMTE Subscribe to COMET (news, information) and the CSLNet newsletter California State University, Fresno

A Few Questions/Challenges Where is STEM’s “E” in the list of professional organizations, conferences, and workshops for teachers? Should STEM education grants to IHEs require faculty members from each of the STEM areas to be included? What are effective ways to bridge cultural and professional divides between IHE faculty in different STEM fields and to create awareness of the CCSS and NGSS to better prepare future mathematics and science teachers? Should those leading STEM education efforts have academic degrees in a STEM area? Does a leader’s degree/training/ experience impact a leader’s perspective on STEM education? How should future middle school mathematics and science teachers be prepared? Are there alternatives to the state’s current credential pathways that might be explored? California State University, Fresno

Additional Information about the Engineering Literacy Course Tehrani, F.M., Papavasiliou, N.K., Nelson, F.L., Bohlin, C.F., & Brady, M. (2014, April). Engineering Literacy: Educating prospective elementary school teachers to lay the foundation for a more knowledgeable and well-prepared generation of engineering students. In Proceedings of the 2014 American Society for Engineering Education Zone IV Conference, Long Beach, CA, pp Tehrani, F.M., Nelson, F.L., Papavasiliou, N.K., Bohlin, C.F., & Brady, M. (2014, April). Integrating STEM into K-6 Teacher Education: A Multi-Disciplinary Approach to Faculty Collaboration. In Proceedings of the 2014 American Society for Engineering Education Zone IV Conference, Long Beach, CA, pp California State University, Fresno

Deidre Sessoms Professor, College of Education Director, Faculty Research Development CSU Sacramento

Understanding Mathematics and Science Through Sports: The CSU-Chevron STEM ZONE Partnership

Project Goals Increase teachers' skills and confidence in the teaching of scientific and engineering concepts and practices Improve teachers' content knowledge in these subjects Increase student knowledge of and interest in STEM subjects Create sustainable resources for teacher professional learning

Chevron’s STEM ZONE Hands-on and interactive warehouse-style environment Features learning stations Agronomy, slope and acceleration, Bernoulli’s Principle, reaction time, biofeedback, and thermal imaging U.S. Women's Open STEM ZONE U.S. Women's Open

CSU Role in STEM ZONE “Teachers” are CSU STEM students & future K- 12 teachers Attendees at STEM ZONE are 3 rd – 8 th grade children from primarily Title 1 schools & after school/out of school programs Both benefit from the experience

CSU Student Instructor “I didn’t have any idea it was going to be a hands-on thing, I thought it was just going to be us talking and talking and talking, but I realize that people get really interested when they actually do it! … there are so many things that you can do; they feel more connected, the kids feel like ‘let me try this, let me try that!’ And I feel that’s really good because that’s how they learn faster.”

CSU Student Instructor “They did a great job putting this together because when kids think of science and math they think it’s going to be boring, but looking at this, it’s a lot of fun! I thought it would be harder to explain, but I understand what I’m talking about and it’s easy for me to teach them…. These tools really help them understand what we are trying to teach them. “I just learned about Bernoulli’s Principle last week, and I didn’t really understand it until I saw the example and now I learned too….”

Teacher Professional Development Developed a teacher handbook – Activity descriptions with math/science explanations – Extension activities Provide information on CCSS and NGSS practices Links to other sports and STEM examples

STEM and Sports Links STEM in Sports: aigns/stem-in-sports/ aigns/stem-in-sports/ NASA Spaced Out Sports: s.asp s.asp STEM in 2014 Olympic Winter Games: orts/winterolympicshttp:// orts/winterolympics

Joan Bissell Director, Teacher Education and Public School Programs CSU Office of the Chancellor Discussion and Wrap-Up

Joan Bissell