CKEC ISLN January 2013 Math Network Update Debbie Waggoner CKEC Math Specialist debbiewaggoner-ckecmath.weebly.com

Six INSTRUCTIONAL Shifts in Mathematics 1. Focus: significantly narrow and deepen the scope of how time and energy is spent in the mathematics classroom 2. Coherence: each standard is not a new event but an extension of previous learning 3. Fluency: speed and accuracy with simple calculations – occurs after deep conceptual understanding 4. Deep Understanding: more than “how to get the answer” - instead support students’ ability to access concepts from a number of perspectives 5. Applications: apply mathematics concepts in real-world situations and choose the appropriate concept for application(s) even when not prompted to do so 6. Dual Intensity: Students are practicing and understanding - there is more balance between these two things in the classroom

Work through this 25% Sale task. Is this a good task? Why, or why not? Packet pg1 7.RP:7.RP: Analyze proportional relationships and use them to solve real-world and mathematical problems.Analyze proportional relationships and use them to solve real-world and mathematical problems.

Label each question with appropriate standard/target Make meaning of the standard referenced. Does each question capture the intent of the standard/target labeled? Progressions Deconstructions Standards for Math Practice Content– Vocabulary & Interpretation Rigor– DOK/ Bloom’s A process to be conducted in your PLCs Reveal Misconceptions

What criteria would you use to “score” this task?

--Divide up the 5 samples of student work and use the rubric to score the work. --Discuss how you scored the samples at your table. Task 25pc_sale_task.pdf25pc_sale_task.pdf Scoring Rubric 25pc_sale_rubric.pdf25pc_sale_rubric.pdf Student Work – unscored 25pc_sale_un.pdf25pc_sale_un.pdf Student Work – scored 25pc_sale_sc.pdf25pc_sale_sc.pdf

--What did you learn about how kids think about this mathematics? --What did you learn about differences in scoring accuracy? --How does analyzing & scoring student work from high level tasks enhance teacher expectations?

DOK? Verbs/Bloom’s Artifact(s) Observation Standard(s)? Target(s)? Standard consistent vocabulary? Artifact(s) Students engage in content at appropriate level Artifact(s): assessment, lesson plan, activity, etc. Artifact(s) The work of PLCs…

10 Packet pg2 Find Short Cycle Tasks – MAP Mathshell site Inside Mathematics Illustrative Mathematics Balanced Assessment Less structured requiring strategic problem solving skills as well as content knowledge.

Packet pg4

Packet pg7

VIDEO - Why you need to Fail Packet pg9-10

Packet p11

What are your TRUE COLORS? career.com/quiz.asp career.com/quiz.asp

Mastery - GOLD Understanding - GREENSelf-Expressive - BLUE Interpersonal - ORANGE

Mastery - GOLD Understanding - GREEN Self-Expressive - BLUE Interpersonal - ORANGE 35% 10% 20% 12%65% 1%22% Percent of OVERALL Learners with each preference: Percent of At-RISK Learners with each preference: Implications for RTI? Which learners do you think have more success in school? WHY?

Packet pg13

Packet pg12

With Jaws your first act looks something like: With math, your first act looks something like this: Act One - Introduce the central conflict of your story/task clearly, visually, viscerally, using as few words as possible. The Three Acts Of A Mathematical Story by Dan MeyerDan Meyer Packet pg14

With Star Wars your second act looks something like: With math, your second act looks something like this: Act Two - The protagonist/student overcomes obstacles, looks for resources, and develops new tools. The Three Acts Of A Mathematical Story by Dan MeyerDan Meyer Packet pg15

With Star Wars your third act looks something like: With math, your third act looks something like this: Act Three - Resolve the conflict and set up a sequel/extension. The Three Acts Of A Mathematical Story by Dan MeyerDan Meyer Packet pg16

Packet pg17-18

Packet pg19

WCU=CRSCNT&ENTRY_ID=DDC2AC789E06402BA2A2EFC46639AB65 Packet pg20

Packet pg22

FRAMEWORK FOR TEACHING Domain 4: Professional Responsibilities Reflecting on Teaching (ongoing) Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally (ongoing) Showing Professionalism Domain 3: Instruction Communicating with Students Using Questioning and Discussion Techniques (September) Engaging Students in Learning (January) Using Assessment in Instruction (November) Demonstrating Flexibility and Responsiveness Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments (November) Domain 2: The Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning (January) Managing Classroom Procedures Managing Student Behavior Organizing Physical Space PLANTEACHREFLECTAPPLY

Packet pg27

Packet pg26

The only thing that makes this room a classroom is you.... a teacher! Teachers at Their Best Teachers at Their Best