1. Welcome! New Math Teacher PD Training August 7, 2013 St. Joseph School District

3. Goals for Today Getting to know each other Rigor/Relevance Framework CAS/MLE & Curriculum components BYOC & Curriculum Overview Online Resources Technology Q & A

4. I Have Never!

5. Relationships, Rigor, Relevance Tools to create meaningful change TJ Mears - ICLE - leadered.com Math Curriculum and Instruction Vision

6. Rigor/Relevance/Relationships Relevance makes RIGOR possible, but only when trusting and respectful relationships among students, teachers, and staff are embedded in instruction. Relationships nurture both rigor and relevance. TJ Mears - ICLE - leadered.com

7. Building Relationships Secondary structures for building inclusion TJ Mears - ICLE - leadered.com

8. Defining Relationships The goal is to build a culture of trust and respect between ALL members of the classroom community. The goal is not necessarily to build friendships orperson-to-person relationships. Relationship building requires work and ongoing planning (like a lifelong friendship). GOAL – create a culture that values similarities and differences and accepts ALL responses as productive TJ Mears - ICLE - leadered.com

9. Common Ground Strategies outside of content: Ball Toss with Names Share one thing about… What you did this summer Would you rather? Etc.

10. During Instruction Call on students within a group to share based on: Person with… Tallest/shortest person… Etc.. Identify students to participate: Using birthdates Etc..

11. Respect and Appreciation for Diversity Most commonly done using topics in curriculum and during instruction. Examples may include: Persuasive writing – have students select a topic based on beliefs and write. Asking students if they agree or disagree with an answer or response Etc…

12. RIGOR IS… Work that requires students to work at high levels of Blooms Taxonomy combined with application to the real world. TJ Mears - ICLE - leadered.com MEANINGFUL SYNTHESIS EVALUATION www.leadered.com

13. 3 misconceptions of rigor MORE – does not mean more rigorous.MORE – does not mean more rigorous. DIFFICULT – increased difficulty does not mean increased rigor.DIFFICULT – increased difficulty does not mean increased rigor. RIGID – all assignments are due by… no exception.RIGID – all assignments are due by… no exception. TJ Mears - ICLE - leadered.com Dick Jones Senior Consultantant ICLE

14. RIGOR TJ Mears - ICLE - leadered.comAssimilation of knowledge Acquisition Thinking Continuum

15. 1. Knowledge (Remembering) 2. Comprehension (Understanding) 3. Application (Applying) 4. Analysis (Analyzing) 5. Evaluation (Evaluating) 6. Synthesis (Creating) Cognitive Process Cognitive Process

16. 1. Factual 2. Conceptual 3. Procedural 4. Metacognitive Knowledge Process Knowledge Process

17. Relevance Why Do I Need To Know This?? TJ Mears - ICLE - leadered.com

18. misconceptions of Relevance COOL – relevance doesnt exclusively mean what the students do for funCOOL – relevance doesnt exclusively mean what the students do for fun EXCLUSIVE – relevance without rigor does not ensure success.EXCLUSIVE – relevance without rigor does not ensure success. TJ Mears - ICLE - leadered.com

19. Acquisition of knowledge Application Action Continuum Relevance TJ Mears - ICLE - leadered.com

20. Application Model Application Model 1. Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations TJ Mears - ICLE - leadered.com

21. PUTTING IT ALL TOGETHER TJ Mears - ICLE - leadered.com

22. Rigor/Relevance Framework The Rigor/Relevance framework is a fresh approach to looking at curriculum standards and assessment. It is based on traditional elements of education yet encourages movement to application of knowledge instead of maintaining an exclusive focus on acquisition of knowledge. It is a Tool for educators to: Assess Create Implement TJ Mears - ICLE - leadered.com

24. Copyright Lucey, 2008 1 2 3 4 5 6 12345 Rigor/Relevance Framework Student Works Teacher Works Student Thinks Student Thinks and Works TJ Mears - ICLE - leadered.com

26. 1 2 3 4 5 6 12345 A B D C Rigor/Relevance Framework Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs. TJ Mears - ICLE - leadered.com

27. Focus on Instruction Brainstorming *Cooperative Learning *Compare and Contrast Demonstration Guided Practice *Inquiry Instructional Technology Lecture Note-taking/Graphic Organizers TJ Mears - ICLE - leadered.com MemorizationPresentations/ExhibitionsResearch Problem-based Learning Project Design Simulation/Role-playing Socratic Seminar *Teacher Questions Work-based Learning

28. Selection of Strategies Based on Rigor/ Relevance Framework TJ Mears - ICLE - leadered.com

29. Selecting Strategies on Rigor/Relevance Guided Practice Lecture Memorization Best Strategies for Quadrant A - Acquisition TJ Mears - ICLE - leadered.com

30. Selecting Strategies on Rigor/Relevance Cooperative Learning Demonstration Instructional Technology Problem-based Learning Project Design Simulation/Role Playing Work-based Learning Best Strategies for Quadrant B - Application TJ Mears - ICLE - leadered.com

31. Selecting Strategies on Rigor/Relevance Brainstorming Inquiry Instructional Technology Research Socratic Seminar Teacher Questions Best Strategies for Quadrant C - Assimilation TJ Mears - ICLE - leadered.com

32. Selecting Strategies on Rigor/Relevance Brainstorming Cooperative Learning Inquiry Instructional Technology Presentations/ Exhibitions Problem-based Learning Best Strategies for Quadrant D - Adaptation Project Design Research Simulation/Role-playing Socratic Seminar Teacher Questions Work-based Learning TJ Mears - ICLE - leadered.com

33. Curriculum Components

34. Performance Task – SBAC A problem clustering a group of standards.

35. PT –cont.

36. Decision Tree

37. End in Mind A problem to solve or engage for a specific standard. Mary earns $175 a week plus 2% commission on each car she sells. What must be her total sales to bring her total income to $355?

38. Write the equation to the following graph

39. Oceanography Tonga Trench Tonga Trench The Tonga Trench in the Pacific Ocean is a Potential Source for a Tsunami, a large ocean wave generated by an undersea earthquake. The formula for a Tsunamis speed s in meters per second is, where d is the depth of the ocean in meters. Find the depth of the Tonga Trench if a Tsunamis speed is 322 meters per second.

40. Instructional strategies Formative assessment simple formatives (no paper) complex formatives (on paper) Discussion Questions (how, why, what if) http://www.sjsd.k12.mo.us/Page/10226

42. Common Core State Standards for Mathematics ©2012 Action Learning Systems, Inc. CCSS video

43. Deconstructing the Standards ©2012 Action Learning Systems, Inc.

44. The Unwrapping Process F-IF7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases a. Graph linear and quadratic functions and show intercepts, maxima, and minima Analyze functions using different representation

45. The Unwrapping Process F-IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases a. Graph linear and quadratic functions and show intercepts, maxima, and minima Analyze functions using different representation

46. {{ Skills (Verb) – Blooms Level Analyze Graph Show Graph Show Concepts (Nouns) Functions using different representations Functions expressed symbolically Key features of the graph, by hand in simple cases and using technology for more complicated cases Linear and quadratic functions Intercepts, maxima, minima Unwrapping guide practice 4 3 3 3 2

47. 1. Make sense of problems and perservere in solving them.6. Attend to precision. 2. Reason abstractly andquantitatively. 3. Construct viable arguments andcritique the reasoning of others. 4. Model with mathematics 5. Use appropriate tools strategically 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. REASONING AND EXPLAINING MODELING AND USING TOOLS SEEING STRUCTURE AND GENERALIZING Standards for Mathematical Practice

49. Lesson Plan

50. Curriculum BYOC – Overview Online Resources Q & A

51. Reflect – 1. What is something you are pleased about or find useful. 2. What is something you are concerned about or wish was available.

52. Summary Without Relationships, Rigor and Relevance can not happen (as easily). Without Rigor we can not develop 21 st Century learners. Without Relevance we can not engage our student to be active learners. 4 th R – Reflection – Allow our students the opportunity to reflect on how and what they have learned either written or verbal.

53. Motivation is a key aspect of achievement that we often ignore in math; it's the missing link," Schorr says. "We need to provide kids with conceptually challenging math problems in an emotionally safe environment, and the teacher plays a critical role in that. Kids can view frustration as an opportunity for success instead of an indication of failure, but that won't happen without teachers letting the students experience productive struggles." Edutopia Magazine 10/09

54. Best Wishes for a Wonderful New School Year. Your PD team is excited about your growth as teachers and helping you develop your students growth too.