Active Engagement at the Intersection of the NGSS and CCSS Mathematics Active Engagement at the Intersection of the NGSS and CCSS Mathematics Mark Roddy, Seattle University Master in Teaching Program Mark Roddy, Seattle University Master in Teaching Program

What is student engagement? – Grow Beast example What do NGSS and CCSSm say about it? How do we build it into instructional activities? More examples: – Coffee – Music – Sunlight, – Etc. The Plan

Remember Grow Beasts? How could you forget? Measure, record, graph, analyze, predict, repeat

Meaning, motivation and engagement in science and math What does engagement looks like? What do the experts have to say about student engagement? authentic collaborative challenging choice-driven the “open middle” curiosity active participation kinesthetic perseverance integrated

Student ^ Engagement and TEACHER! “The three Rs of engagement: Relevance, Rigor, Relationships” “The ABCs of engagement” Affective engagement, Behavioral engagement, Cognitive engagement. Parsons, S.A, et.al. (2014). Cooper, K. (2014). Kappan May, 2014:

Student ^ Engagement and TEACHER! “The ABCs of engagement” Affective engagement, Behavioral engagement, Cognitive engagement. Parsons, S.A, et.al. (2014).

Student ^ Engagement and TEACHER! “The ABCs of engagement” Affective engagement, Behavioral engagement Behavioral engagement, Cognitive engagement. Parsons, S.A, et.al. (2014).

Student ^ Engagement and TEACHER! “The ABCs of engagement”Affective engagement, Behavioral engagement Behavioral engagement, Cognitive engagement. Parsons, S.A, et.al. (2014).

Kinesthetic -> Tabular -> Graphical -> Abstract

Student ^ Engagement and TEACHER! Affective engagement, The ABCs of engagement: Affective engagement, Behavioral engagement Behavioral engagement, Cognitive engagement. Parsons, S.A, et.al. (2014). The enabler – but in a good way! What do the current standards have to say about engagement?

Science: “… a body of knowledge and an evidence-based model and theory building enterprise…” Science: “… a body of knowledge and an evidence-based model and theory building enterprise…” Learning science depends not only on the accumulation of facts and concepts but also on the development of an identity as a competent learner of science with motivation and interest to learn more. (p. 286) Learning science depends not only on the accumulation of facts and concepts but also on the development of an identity as a competent learner of science with motivation and interest to learn more. (p. 286) Framework > NGSS

Science: “… a body of knowledge and an evidence-based model and theory building enterprise…” Science: “… a body of knowledge and an evidence-based model and theory building enterprise…” Learning science depends not only on the accumulation of facts and concepts but also on the development of an identity as a competent learner of science with motivation and interest to learn more. (p. 286) Learning science depends not only on the accumulation of facts and concepts but also on the development of an identity as a competent learner of science with motivation and interest to learn more. (p. 286) Framework > NGSS

CCSS > Math> Mathematical Practices NCTM Standards: problem solving, reasoning and proof, communication, representation, and connections; NCTM Standards: problem solving, reasoning and proof, communication, representation, and connections; NRC (Adding It Up): adaptive reasoning, strategic competence, conceptual understanding, procedural fluency, and productive disposition. NRC (Adding It Up): adaptive reasoning, strategic competence, conceptual understanding, procedural fluency, and productive disposition.

CCSS > Math> Mathematical Practices NCTM Standards: problem solving, reasoning and proof, communication, representation, and connections; NCTM Standards: problem solving, reasoning and proof, communication, representation, and connections; NRC (Adding It Up): adaptive reasoning, strategic competence, conceptual understanding, procedural fluency, and productive disposition. NRC (Adding It Up): adaptive reasoning, strategic competence, conceptual understanding, procedural fluency, and productive disposition.

CCSS > Math> Mathematical Practices NCTM Standards: problem solving, reasoning and proof, communication, representation, and connections; NCTM Standards: problem solving, reasoning and proof, communication, representation, and connections; NRC (Adding It Up): adaptive reasoning, strategic competence, conceptual understanding, procedural fluency, and productive disposition. NRC (Adding It Up): adaptive reasoning, strategic competence, conceptual understanding, procedural fluency, and productive disposition. “the habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy.”

How do we build engagement? We need instructional activities that are… Authentic / relevant; Challenging; Collaborative; and Choice-driven – the open middle. Dan Meyer - Let’s see a few, shall we?

Eight cups cooling

A Very Important Part of this message!!

Represent and interpret data; Analyze patterns and relationships; Understand ratio concepts and use ratio reasoning to solve problems; Understand ratio concepts and use ratio reasoning to solve problems; Represent and analyze quantitative relationships between dependent and independent variables; Understand the connections between proportional relationships, lines, and linear equations; Understand the connections between proportional relationships, lines, and linear equations; Use functions to model relationships between quantities. Construct and present arguments using evidence to support the claim that.… Plan an investigation to provide evidence that …. Conduct an investigation and evaluate the experimental design to provide evidence that …. Develop a model that predicts and describes …. Ask questions about data to determine the factors that …. Gather and make sense of data in order to describe….

Represent and interpret data; Analyze patterns and relationships; Understand ratio concepts and use ratio reasoning to solve problems; Understand ratio concepts and use ratio reasoning to solve problems; Represent and analyze quantitative relationships between dependent and independent variables; Understand the connections between proportional relationships, lines, and linear equations; Understand the connections between proportional relationships, lines, and linear equations; Use functions to model relationships between quantities. Construct and present arguments using evidence to support the claim that.… Plan an investigation to provide evidence that …. Conduct an investigation and evaluate the experimental design to provide evidence that …. Develop a model that predicts and describes …. Ask questions about data to determine the factors that …. Gather and make sense of data in order to describe….

Eight cups cooling What if I used a glass instead of a mug? Which cup cools fastest? Why does the metal travel cup work so well? Would a grande cool at the same rate as a venti? Why is the cup warmer so useless? Why are the curves … curved? Why not straight? Why are the curves … curved? Why not straight? What if we did this with cold drinks warming up? Salt makes ice melt. Does sugar make coffee stay hot longer?

Represent and interpret data; Analyze patterns and relationships; Understand ratio concepts and use ratio reasoning to solve problems; Understand ratio concepts and use ratio reasoning to solve problems; Represent and analyze quantitative relationships between dependent and independent variables; Understand the connections between proportional relationships, lines, and linear equations; Understand the connections between proportional relationships, lines, and linear equations; Use functions to model relationships between quantities. Construct and present arguments using evidence to support the claim that.… Plan an investigation to provide evidence that …. Conduct an investigation and evaluate the experimental design to provide evidence that …. Develop a model that predicts and describes …. Ask questions about data to determine the factors that …. Gather and make sense of data in order to describe….

What have we here?

Vernier’s light sensor S W N E S Figure 1 - Twenty second swing around my office.

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So …. For too many of our students, particularly as students transition out of elementary and into middle school, math becomes a subject to be endured, or worse, avoided. What if instead it could be a stimulus to pay attention to the world all around us, to pose questions and look for answers that make sense? If we can help our students develop the productive disposition that enables them to see math as a way of making sense of the world, we have done them a service that will last a lifetime.

Bungee Barbie!