October 25, 2014 Differentiated Implementation of the Problem Based Task High School Integrated Math I, II, III

Discussion Overview Introduction Rebecca Johnson, Ed.S. -District Solutions manager -former Georgia middle and high school math teacher Walch’s solutions for CCSS Math Differentiated Implementation of Problem Based Tasks 2

Walch 2006 and on (cont) Guided by relevant research and information CCSS IP: Math I, II and III: CCSS Standards Problem- based instructional foundation 8 Standards for Mathematical Practice “Designing HS Math Courses based on CCSS” Appendix A Publishers’ Criteria- Focus, Coherence, Rigor Expectations of SBAC Input from teachers, math leaders, administrators Research on effective mathematics instruction Flexible and responsive: Medium, technology, scope, timing 3 Standards-based, tailored mathematics resources

Walch 2006 and on (cont) Focus on equipping and empowering teachers Strict alignment with explicit objectives Core materials with ample choices Background on standards and content embedded Options for remediation and enhancement Variety to address a range of learners Technology as appropriate to extend and engage 4 Standards-based, tailored mathematics resources

Walch’s Integrated Pathway Mathematics 5 CCSS IP Math I, II and III components Teacher Resources (comprehensive, flexible, coherent) Consumable Student Workbooks Hard Cover Student Resource Books Digital Resources PPT Warm-Ups with video clips PPT Instruction: 450+ interactive applets ExamView (pre, progress and unit tests and item banks) WalchWeb Online unit assessments (SBAC item types and equation editor) Teacher and student materials (PDFs) Additional resources and links

Product Development Overview CCSS IP Math I, II, III Honors Supplements : a collection of coordinated lessons to provide additional challenge and mathematical sophistication CCSS IP Math I, II, III Support Supplements: a collection of coordinated lessons to provide additional support, remediation, and review of pre-requisite skills Expanded Online SBAC-type Assessment Banks for Math I, II, III: more SBAC-type assessment items to allow teachers to compile additional tests and practice opportunities for their students Expanded Crosswalks for Math I, II, III: to MVP tasks and other digital resources (IXL, Khan Academy, etc.) New, multi-dimensional tasks for enrichment Other TBD 6 Development priorities for 2015/2016 include

Walch’s Integrated Pathway Mathematics Sublessons (1-3 days) centered on problem-based tasks, supported by warm ups and debriefs, common errors and misconceptions, coaching questions, practice, etc Student Resource Books (SRBs) recap vocabulary and key concepts, include guided practice examples and additional practice and test prep 7 CCSS IP Math I, II and III components (cont)

Walch’s Integrated Pathway Mathematics 8 WalchWeb resources can be hosted on your LMS or we can provide

Walch’s Integrated Pathway Mathematics 9 WalchWeb includes SBAC-type unit assessments WalchWeb Demo

NCTM Principles to Action 10 National Council of Teachers of Mathematics

Walch’s Integrated Pathway Mathematics 11 Lessons are designed around tasks Problem based Task Warm Up Guided and Independent Practice Group Activities Direct Instruction Formative SBAC-type assessments DOK 3 or 4; 1 or 2 with coaching questions Teachers, schools, districts can go straight to the task in each sublesson, or augment it with other elements according to circumstances

Walch’s Integrated Pathway Mathematics a meaningful context that may transcend traditional school subjects options for different ability levels of students choices - tasks that can be solved in different ways physical objects, models, or representations to use as they work toward a solution 12 Problem Based Tasks give students: Used to walk students through the application of the standard Can be used prior to instruction or at the end of instruction Optional Coaching Questions guide students to solving the problem(s) presented in the task Problem Based Tasks: CCSS Math I, II, and III provide opportunities to implement the 8 Mathematical Practices in the classroom in real world contexts Real World Contexts:

Common Core State Standards for Mathematical Practice Define and describe the important skills and tools needed for applying mathematics effectively in school, on the job, and in life. The eight Practices build upon and exceed old ideas about problem solving—expanding and enriching the tool kit needed for the 21st century. 13

Walch’s Integrated Pathway Mathematics Work with a partner to review and solve the sample Problem Based Task. Use the Coaching Questions to guide you as if you were a student. Note opportunities for 8 Mathematical Practices Consider facilitation, prompts, classroom discourse Once complete, we will discuss findings as a group. 14 How do these problems provide opportunity to develop and use the 8 Mathematical Practices?

Walch’s Integrated Pathway Mathematics Students arrive to Warm-Up video clip (PPT) Solve Warm-Up problem (SWB) and discuss Introduce new topic – use PPT to review key ideas and model concepts with interactive applet Problem based task (SWB) Coaching questions as appropriate (TRB) Discuss PBT solution and strategies Assign homework (SRB) 15 Classroom scenario 1

Walch’s Integrated Pathway Mathematics 16 Classroom scenario 2 Day 3: Station Activities to Synthesize Learning Day 1: Pre- Assessment Day 2 Homework: Practice from SRB or Online PBT PBT w/ Coaching Small Group Support content Additional Guided Practice with Applets online IXL or Recommended Resources PBT with Coaching (online or paper ) Support content Additional Guided Practice with Applets online IXL or Recommended Resources PBT with Coaching (online or paper ) Independent Supported Guided Apply data Practice Skills Practice Progress, SBAC, Unit Assessment Honors Content Recommended Resources for Extension Practice Skills Practice Progress, SBAC, Unit Assessment Honors Content Recommended Resources for Extension

Walch’s Integrated Pathway Mathematics For a block schedule class: Divide class into small groups to cycle through station activities (TRB/SWB) Think-pair-share (TRB) to debrief using discussion guide Use Debriefing session to determine which standards need further clarification Review necessary standards and assign practice problems or PBT accordingly (SWB) Assign homework (SRB or WalchWeb) 17 Classroom scenario 3

Walch’s Integrated Pathway Mathematics Use the Pre-Assessment that corresponds to the given PBT then examine sample Pre-Assessment Data Group students as Independent, Supported, or Guided Complete the handout then prepare to discuss 18 Differentiated Implementation of the Problem Based Task

Walch’s Integrated Pathway Mathematics 19 Thank you for your time and your interest and in Problem Based Task Implementation Rebecca Johnson,