Curriculum/Professional Learning EGUSD Secondary Mathematics Setting the Stage for CCSS 7-12 Math Pre-Service

Warm Up In your table group analyze the given patterns. Discuss the following questions: How did you start your analysis? What tools did you use to assist you? What conclusions did you come to?

Norms Be invested. Collaborate with colleagues. Avoid sidebar conversations. Respect time limits on interactive activities. Turn your cell phone to silent. Support an environment that encourages risk taking.

Outcomes/Objectives Promoting/engaging in the Eight Standards for Mathematical Practices Using student engagement strategies Developing questioning strategies Defining the “Cycle of Formative Assessment”

Probing questions: Student response frames: I see the pattern __________ because ________ I know the graph is _________ because______

Let’s Play Password (a student engagement/vocabulary development activity) Watch an Example Partner A Gives Clues: Decomposition Area Perseverance Sentence stems: This word means___________ If you are doing this you would be________ This is the opposite of _____________ This is the same as________________

Let’s Play Password (a student engagement/vocabulary development activity) Partner A Gives Clues Integer Conjecture Fraction Inverse Graph Sentence stems: This word means___________ If you are doing this you would be________ This is the opposite of _____________ This is the same as_______________

Let’s Play Password (a student engagement/vocabulary development activity) Partner B Gives Clues Reciprocal Quadratic Rate of change Origin Modeling Sentence stems: This word means___________ If you are doing this you would be________ This is the opposite of _____________ This is the same as_______________

Student Engagement/Vocabulary Development Why did we use this strategy? Establish partner A/B Increase student interaction Introduce academic language Create a language rich classroom Illustrate attending to precision (SMP 6)

Day 1: CCSS -M Overview of CCSS Assessment Instructional Shifts

A Look Back Structural tenants of CCSS: Focus:

A Look Back Structural tenants of CCSS: Coherence:

A Look Back Structural tenants of CCSS: Focus, Coherence, Rigor Defining rigor: Conceptual understanding, procedural fluency, Mathematical Modeling/Applications

Steve Leinwand The Classroom Connection Provide multiple representations Review deliberately Value and celebrate alternative responses Focus on number sense and estimation Encourage a language rich classroom Embed math in contexts Use formative assessments Plan deliberately and with detail

What did you say? eos+about+Common+Core&mid=F7B F E765C1E7F7B FE765C1E7&view=deta il&FORM=VIRE5

Standards for Mathematical Practice 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.

SMP Sort With your A/B partner, open your envelope and match the question strips with the salmon colored Standards for Mathematical Practices (SMPs). Check your matches

The Connection: Content to Mathematical Practice The core is the Content Standards which we have examined. The core is wrapped with the Eight Standards for Mathematical Practice.

EGUSD Instructional Focus Task you select 2. Questions you ask 3. Student engagement strategies we employ Content StandardsMathematical Practices Integration of content standards & mathematical practices

Use of the SMPs Caffeine leaves the body at 20% per hour. A cup of coffee has 100mg of caffeine. John said it would take 5 hours for the caffeine to leave the body, and Sue said it would take about 13 hours. Explain how each person came to his/her conclusion. Which person do you agree with? Which SMPs did you employ to complete the task?

Break

Conjecture/Critique In this activity partner A will make a conjecture, while partner B will look for counterexamples and or incomplete/unclear statements or ideas and ask for clarification. Partner A will then restate their conjecture and this process will continue until both agree on a precise definition Reflect on your use of precision, conjecture, and critique

A Common Core Lesson As you watch the video, listen for: Why did she choose this task? The types of questions she asks. What SMPs do you see the students using? njecture-lesson-plan?fd=1

Debriefing Why did she choose this task? The types of questions she asks. What SMPs do you see the students using? What did she do for the group that didn’t get it and what did she do for the group that did?

What is formative assessment? Formative assessment is more than checking for understanding. Students must do something with the feedback. In the video we just watched, was formative assessment used?

Collect Information Homework Warm-ups Observation White boards Ticket out the door Blank stares Questioning strategies Quizzes & Tests Cycle of formative assessment Teacher Action Analyze Error analysis Data trends Feedback to Students  Prompting, cueing, guiding, questioning, re-teaching & reinforcing Student Action Must take action on feedback Error analysis revise

An Interesting Study On Feedback Ruth Butler (page 108 Embedded Formative Assessment) Group 1: Score only ( Scores given from 40 to 99 ) Group 2: Comments only (i.e. Interesting idea, can you take it further ) Group 3: Scores & Comments

The next day Students were given similar tasks and told they would be given the same sort of feedback. Results: Group 1: Those given only scores made no progress, and those who scored high wanted to continue doing similar work. Those who scored low did not.

The next day Students were given similar tasks and told they would be given the same sort of feedback. Results: Group 2: Students given only comments, scored on average 30% higher. (although they did not know this because they were not given scores) All of these students indicated they wanted to continue doing similar tasks.

The next day The obvious question is: What happened to the students given both scores and comments? What do you think? Group 3: Surprisingly the effect of giving both comments and a score was the same as giving scores alone!

Unintended Consequences Instead of producing the “best effect” of both kinds of feedback, giving scores with comments, completely washed-out the beneficial effects of the comments! Students who got high scores didn’t need to read the comments and those who got low scores didn’t want to.

Quotes from Embedded Formative Assessment “It appears that the term formative assessment is now more often used to refer to a particular kind of assessment instrument than a process by which instruction might be improved.” Page 38 32

Quotes from Embedded Formative Assessment “Trying to change students’ classroom experience through changes in curriculum is very difficult. A bad curriculum well taught is invariably a better experience for students than a good curriculum badly taught: pedagogy trumps curriculum”. Page 13 33

Quotes from Embedded Formative Assessment “…if we only test the students on the things we have taught them, they are of course, likely to do well, but so what? …The success criterion could then be whether the students can transfer what they learned.” Page 59 34

Quotes from Embedded Formative Assessment “There are only two good reasons to ask questions in class: to cause thinking and to provide information for the teacher about what to do next.” Page 79 35

A Quote by Einstein “Make things as simple as possible, but no simpler”

Lesson Design Task, Questions, Engagement Strategy What is the task? What question will we pose to students and in what order? What strategy will we employ to engage students? What will be most effective to get students through the process to complete the task? What assessments might we use?

The books shown below can give your further insights into the topics we have discussed during the last two days of professional development Continuing your personal & professional growth

Moving forwardwith CCSS implementation Focus on implementing the standards of mathematical practices Focus on instruction Collaborate with your colleagues Challenge yourself

Feedback to inform next steps…

Increasing our understanding of CCSS-M