Crossing the Bridge to Common Core State Standards for Mathematics Day 4

1. Crossing the Bridge to Common Core State Standards for MathematicsDay 4 Dawn Perks Middle School Math Specialist 919-560-2000 ext. 21315

2. SBAC • Smarter Balanced Assessment Consortium • North Carolina is a governing state • Next generation assessments for implementation in 2014-2015 • Samples, research, data, and item specifications are available on their website http://www.smarterbalanced.org/

3. Activity 1-Begin with the end in mind….With your group, complete the 2 sample SBAC problems provided in your participant packet. Reflect… • What have you learned from this activity? • How will this change your teaching? Planning? The work in your PLC’s? • What support will you need to make the necessary changes?

4. Course Overviews Standards Included in Units • Italicized standards notate Gap Standards that are new for North Carolina. • Bold standards notate Power Standards that are heavily weighted on Standardized Tests. • Italicized and Boldindicates the standard is both a Gap and a Power Standard.

6. Sample Unit… a closer look

7. Concept Based Instruction UNDERSTAND CONCEPT KNOW DO

8. Concept Based Unit Planning Process

9. An Enduring Understanding. . . • Involves the Big Ideas that give meaning and importance to facts. • Can transfer to other topics, fields, and adult life. • Is usually not obvious, often counterintuitive, and easily misunderstood. • May provide a conceptual foundation for basic skills. • Is deliberately framed as a generalization – the “moral of the story.” What do we want students to understand and be able to use several years from now, after they have forgotten the details? Adapted from Understanding by Design: Professional Development Workbook by McTighe and Wiggins, p. 115-116.

10. Example: Enduring Understandings Negative numbers can be used to represent quantities less than zero or quantities with an associated direction such as debt, elevations below sea level, low temperatures, moving backward in time, or an object slowing down. Knowledge of ratios and rates allows sound decision-making in daily life such as determining best values when shopping, creating mixtures, adjusting recipes, calculating car mileage, using speed to determine travel time, or making saving and investing decisions.

11. Identifying Essential Questions & Enduring Understandings Adapted from Understanding by Design: Professional Development Workbook by McTighe and Wiggins, p. 83.

12. Essential Questions . . . • Have no simple “right” answer; they are meant to be argued. • Are designed to provoke and sustain student inquiry, while focusing learning and final performances. • Often address the conceptual or philosophical foundations of a discipline. • Raise other important questions. • Naturally and appropriately recur. • Stimulate vital, ongoing rethinking of big ideas, assumptions, and prior lessons. Adapted from Understanding by Design: Professional Development Workbook by McTighe and Wiggins, p. 91.

13. Essential Questions Activity #2- In mathematics, Essential Questions may be considered in terms of the following categories: • Key Concepts – What are the Big Ideas underlying effective use of the concept? • Purpose/Value – Why is the concept important? • Strategy/Tactics – What strategies do skilled users of the concept employ? How do users become more efficient and effective? • Context – When should you use the concept? Adapted from Understanding by Design: Professional Development Workbook by McTighe and Wiggins, p. 104.

14. Example: Essential Questions Adapted from Understanding by Design: Professional Development Workbook by McTighe and Wiggins, p. 104.

15. Example: Essential Questions

16. Concept-Based Unit Planning Process (continued)

17. Same materials… Same instruction… Same assessments… Same feedback… SAME RESULTS! Don’t be this person…

18. CCSS Standards for Mathematical Practice • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

19. Inquiry Based Learning student-centered approach which engages students investigating real world questions Research shows that student learning is directly proportional to the quality and quantity of student involvement. (teachers typically consume 70% of classroom conversation)* Inquiry-based instruction reverses this trend and places students at the helm of the learning process. *Cooper and Prescott 1989

20. Criteria for a successful inquiry(borrowed from Jeffrey Wilhelm, author of "You Gotta Be The Book" and "Hyperlearning")1. Start with a guided exploration of a topic as a whole class.2. Proceed to student small group inquiry about an open-ended, debatable, contended issue.3. Encourage students to ask personally relevant and socially significant questions.4. Work in groups to achieve diversity of views.5. Predict, set goals, define outcomes.6. Find or create information...look for patterns.7. Instruction serves as a guide to help students meet their goals.8. Create a tangible artifact that addresses the issue, answers questions, and makes learning visible and accountable.9. Learning is actualized and accountable in the design accomplishment.10. Arrive at a conclusion...take a stand...take action.11. Document, justify, and share conclusion with larger audience.

21. Inquiry Based Resources available at DPS Connected Mathematics MathScape

22. Inquiry Based Instructional Model • Launch- (approx. 10 minutes) -whole class -help students understand the problem setting, mathematical context, and the challenge. • Explore- (approx. 30 minutes) -individually, pairs, groups, sometimes whole class -teacher’s role- move about class to observe, encourage, ask questions, provide conformation -time for differentiated learning • Summarize- (approx. 10 minutes) -whole group -students provide conjectures, question each other, offer alternatives, refine their strategies, and make connections. * This model leaves teachers 10 minutes to tackle homework questions.

23. Activity 3 -Review CO’s and Unit Plans: • With your group review the curriculum overviews and sample unit plans. • Look through the available CMP and MathScape materials • Be prepared to share with your presenter other resources that could be added. .

24. Please find other common core information on Depot or by visiting our common core website. Next steps: • Unpacking the standards • Professional development on Connected Mathematics (CMP)