CKEC ISLN January 2013 Math Network Update Debbie Waggoner CKEC Math Specialist...

CKEC ISLN January 2013Math Network

Update

Debbie WaggonerCKEC Math Specialist

debbiewaggoner-ckecmath.weebly.com

Six INSTRUCTIONAL Shifts in Mathematics

1. Focus:significantly narrow and deepen the scope of how time and energy is spent in the mathematics classroom

2. Coherence: each standard is not a new event but an extension of previous learning

3. Fluency: speed and accuracy with simple calculations – occurs after deep conceptual understanding

4. Deep Understanding: more than “how to get the answer” - instead support students’ ability to access concepts from a number of perspectives

5. Applications: apply mathematics concepts in real-world situations and choose the appropriate concept for application(s) even when not prompted to do so

6. Dual Intensity: Students are practicing and understanding - there is more balance between these two things in the classroom

Work through this 25% Sale task.Is this a good task? Why, or why not?

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7.RP: Analyze proportional relationships and use them to solve real-world and mathematical problems.

Progressions

Deconstructions

Standards for Math Practice

Content– Vocabulary & Interpretation

Rigor– DOK/ Bloom’s

A process to be conducted in your PLCs

Reveal Misconceptions

What criteria would you use to “score” this task?

--Divide up the 5 samples of student work and use the rubric to score the work.

--Discuss how you scored the samples at your table.Task 25pc_sale_task.pdfScoring Rubric 25pc_sale_rubric.pdf Student Work – unscored 25pc_sale_un.pdfStudent Work – scored 25pc_sale_sc.pdf

http://map.mathshell.org/materials/tasks.php

--What did you learn about how kids think about this mathematics?--What did you learn about differences in scoring accuracy? --How does analyzing & scoring student work from high level tasks enhance teacher expectations?

DOK?Verbs/Bloom’s

Artifact(s)

Observation

Standard(s)? Target(s)?Standard consistent vocabulary?

Artifact(s)

Students engage in content at appropriate level

Artifact(s):assessment, lesson plan, activity, etc.

Artifact(s)

The work The work of PLCs…of PLCs…

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Find Short Cycle Tasks – MAP Mathshell siteInside MathematicsIllustrative MathematicsBalanced Assessment

Less structured requiring strategic problem solving skills as well as content knowledge.

http://map.mathshell.org/materials/tasks.phphttp://insidemathematics.org/index.php/mathematical-content-standards

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VIDEO - Why you need to Fail http://youtu.be/HhxcFGuKOys

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What are your TRUE COLORS?

http://www.truecolorscareer.com/quiz.asp

Mastery - GOLD

Understanding - GREEN Self-Expressive - BLUE

Interpersonal - ORANGE

Mastery - GOLD

Understanding - GREEN

Self-Expressive - BLUE

Interpersonal - ORANGE

35%

35%

10% 20%

12%

65% 1%

22%

Percent of OVERALL Learners with each preference:

Percent of At-RISK Learners

with each preference:

Implications for RTI?

Which learners do you think have more success in

school? WHY?

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With Jaws your first act looks something like:

With math, your first act looks something like this:

Act One - Introduce the central conflict of your story/task clearly, visually, viscerally, using as few words as possible.

The Three Acts Of A Mathematical Story by Dan Meyer Packet pg14

With Star Wars your second act looks something like:

With math, your second act looks something like this:

Act Two - The protagonist/student overcomes obstacles, looks for resources, and develops new tools.

The Three Acts Of A Mathematical Story

by Dan Meyer

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With Star Wars your third act looks something like:

With math, your third act looks something like this:

Act Three - Resolve the conflict and set up a sequel/extension.

The Three Acts Of A Mathematical Story

by Dan Meyer

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http://mrmeyer.com/threeacts/buckythebadger/

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http://jcps.jefferson.kyschools.us/section/content/default.asp?WCI=pgDisplay&WCU=CRSCNT&ENTRY_ID=DDC2AC789E06402BA2A2EFC46639AB65

http://debbiewaggoner-ckecmath.weebly.com/rti-math-strategies-mats.html

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FRAMEWORK FOR TEACHINGFRAMEWORK FOR TEACHING

Domain 4: Professional Responsibilities•Reflecting on Teaching (ongoing)•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally (ongoing)•Showing Professionalism

Domain 3: Instruction•Communicating with Students•Using Questioning and Discussion Techniques (September)•Engaging Students in Learning (January)•Using Assessment in Instruction (November)•Demonstrating Flexibility and Responsiveness

Domain 1: Planning and Preparation•Demonstrating Knowledge of Content and Pedagogy•Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments (November)

Domain 2: The Classroom Environment•Creating an Environment of Respect and Rapport•Establishing a Culture for Learning (January)•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space

www.kentuckymathematics.org

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The only thing that makes this room a

classroom is you.... a teacher!

Teachers at Teachers at Their BestTheir Best

http://www.youtube.com/watch?feature=player_embedded&v=f21r1HE6dNQ