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Common Core Coaches NetworkSecondary Math
May 4, 2011
Kent ISD Consultants
• Angie Buys, Alignment Specialist, [email protected] • Allison Camp, Math and Science Educational Consultant,
[email protected] • Casey Gordon, ELL Coordinator, [email protected] • Ron Houtman, Educational Technology Specialist,
[email protected] • Trudy Ngo-Brown, ELL Consultant, [email protected] • Terri Portice, Director of Teaching and Learning,
[email protected] • Mark Raffler, ELA & SS Consultant, [email protected] • Kindy Segovia, Assistive Technology Specialist,
[email protected] • Laurie VanderPloeg, Special Education, [email protected]
Overview of the Day Welcome – Logistics of the Day Common Core Coaches Network – Outcomes Review and Connections to Previous Learning Next Generation Assessments Review Work from the Previous Days Lunch Continued Work on PBL Lesson End of the Day Wrap-up
Common Core Coaches Network - Outcomes
1.Educators will have an understanding the structure and foundation of the standards2.Educators will understand that the common core standards are for all students (UDL, PBL/ formative assessment, Technology, learning progressions, etc.) 3.Educators will have the opportunity to explore these changes through the draft units of study housed in CC. Teams would also provide feedback and additional ideas to add to these units of instruction.4.Educators will have conversations and time for exploration around the content, resources, strategies, and teaching techniques.5.Educators will have a deep level of understanding and be able to articulate “HOW” instruction is changing and what this will look like in the classroom.
My apologies…
• Last meeting: “What does this have to do with Common Core?”
• SMART Activity
The path of Sally the seagull, as it glides in to land on a pier from an initial height of 24 feet, can be described by the equation 2x + y = 24. Sam the seagull is taking off from land in the same area at a rate of 4ft/s. Is this a dangerous situation?
Please graph both Sally and Sam on the same grid and explain how your answer is indicated on the graph.
It looks like their paths will cross at 4. What does that mean? If their speed remains constant, if their trajectory is the same, if they start at the same time, if there are no shifts in the wind…basically, if everything is perfect, then they will crash after 4 sec at a height of 16 ft. Does that happen in the real world??
Authentic Math
Purpose of Today
Exploring different ways to create authentic technology-rich math scenarios that could be incorporated into Project Based Lessons
Think about this problem through the scope of UDL (Learning for All)…
+entry points?+trick question?
Link between Achievement Targets and Assessment MethodsTransfer of knowledge and skills from the classroom to the lab.
Target to be Assessed
Selected Response
Extended Written Response
Performance Assessment
Personal Communication
Knowledge Mastery
Good match for assessing mastery of elements of knowledge
Good match for tapping understanding of relationships among elements of knowledge.
Not a good match – too time consuming to cover everything
Can ask questions, evaluate answers and infer mastery – but a time-consuming option.
Reasoning Proficiency
Good match only for assessing understanding of some patterns of reasoning.
Written descriptions of complex problem solutions can provide a window into reasoning proficiency.
Can watch students solve some problems and infer reasoning proficiency.
Can ask student to “think aloud” or can ask follow-up questions to probe reasoning.
Performance Skills
Not a good match. Can assess mastery of the knowledge prerequisites to skillful performance, but cannot rely on these to tap the skill itself.
Good match. Can observe and evaluate skills as they are being performed.
Strong match when skill is oral communication proficiency; not a good match otherwise.
Ability to Create Products
Not a good match. Can assess mastery of knowledge prerequisite to the ability to create quality products, but cannot use to assess the quality of products themselves.
Strong match when the product is written. Not a good match when the product is not written.
Good match. Can assess the attributes of the product itself.
Not a good match.
Classroom Assessment for Student Learning pg. 100
More Examples
• Read through the assessment example on your table. Think about and then talk about…– What is good about the item?– What is challenging about the item?– What are the implications for instruction?
• Find a group of 4ish with people from different tables to discuss your collective thinking around your assessment item
• Be prepared to share out to the big group
Gas Bill Assessment Ideas• It seems like the students need to have some sort of organization and typing skills to be
able to answer these types of questions. (Assessment should have the UDL built in to help with these types of these problems)
• Many kids will shut down just at the length of the problem.• Need to start embedding these types of learning activities and assessments, beginning now,
teaching them how to do these types of problems before they get to the assessment).• Background, vocabulary, researching, etc. will be important.• Noted that the gas bill is not relevant, should use something more relevant like cell phones.• Please take the time and read it later, it is not straight forward. Mathematically, it was
difficult or unclear based on how we typically do story problems.• Question: Would they be able to collaborate with peers to help with processing before
actually submitting an individual answer.• Are there rubrics and a repository of these samples available right now? No we have
received these from RSS/Google Readers (bootleg copies)
Spinner Assessment Ideas• Great question – challenge will be the vocabulary to be able to describe the
differences.• Voc. Is a struggle now.• Question: How will these be graded? Are multiple answers accepted?• These examples need to take this information and then plan for daily instruction to
make sure that the kids will be able to answer the questions as presented.• Discussed things like Criteria Writing software. Has the UDL components built in.• Question – once you click submit can the student go back in that same section? This
will need to be know so we can help kids understand the test structure (skip or must complete as you go along). Nothing official has come out but will be a question we will look for in the future.
• If on an adaptive test we wonder if you get the beginning wrong, but as the student goes along then starts to get it, will the students then get a second question?
•
Revisit Units
• Go into Moodle and find….• Spend some time reviewing your unit of
choice– Write out full standards – Think about how you “normally” teach the lesson– Evaluate the UDL components– Determine the skills and concepts that students will be
learning– Think about how you might possibly teach it differently in
light of assessment items
Mark says you need your butts
back here by 12:30
PRONTO!!!
F = 4 (S – 65) + 10Find F when S = 81
Vs.
First I saw the blinking lights… then the officer informed me that:
The speeding fine here in Vermont is $4 for every mile per hour over the 65 mph limit plus a $10 handling fee.
Stolen from Steve Leinwand
You may or may not remember that the formula for the volume of a sphere is 4/3πr3 and that the volume of a cone is 1/3 πr2h.
Consider the Ben and Jerry’s ice cream sugar cone, 8 cm in diameter and 12 cm high, capped with an 8 cm in diameter sphere of deep, luscious, decadent, rich triple chocolate ice cream.
If the ice cream melts completely, will the cone overflow or not? How do you know?
Stolen from Steve Leinwand
32
A little synthetic division perhaps?
Or perhaps you would prefer ignoring all of the technological advances of the past 25 years
and just do some factoring for fun?
Talk to engineers about what math they use and how they do it
Stolen from Steve Leinwand
The pipeline Exhibit
1985: 3,800,000 Kindergarten students1998: 2,810,000 High school graduates1998: 1,843,000 College freshman2002: 1,292,000 College graduates2002: 150,000 STEM majors2006: 1,200 PhD’s in mathematics
Stolen from Steve Leinwand
Quick and Dirty PBL
• What skills and concepts do they need to have at the end of this unit? (What math do they need to know?)
• How can I house it in a meaningful context?
Problem Based Ideas
• What is the best design for a “high school of the future” for a given site?
• How can we describe the shape of a rocket’s flight? • Is it better to buy or lease a car?• How should a tax form be done?• Can we predict the level of activity on our Website?• How can we use the principles of probability to assess
the state lottery system?• How can hikers determine the shortest distance
between two points?
Work Time• Go into Moodle and find….• Spend some time reviewing your unit of
choice– Write out full standards – Think about how you “normally” teach the lesson– Evaluate the UDL components– Determine the skills and concepts that students will be
learning– Think about how you might possibly teach it differently in
light of assessment items– Brainstorm authentic situations to apply the math they
know
CRITICAL FRIENDS TUNING PROTOCOL
PRESENTERS Presentation: Authentic Scenario, Skills and Concepts, and any concerns you’d like feedback about
EVERYONE Clarification: Audience asks short clarifying questions
AUDIENCE Good Stuff: Audience shares what they liked about the scenarios
Wondering Stuff: Audience shares their concerns and probing questions
Next Stuff: Audience shares their thoughts on resources and improvements
PRESENTERS Reflection: Group reflects on useful feedback, next steps
CCCN Toolkit• Create a foldable
– Create UDL, Common Core State Standards, Assessment, and Miscellaneous as tabs
– Write as much as you can about your topic in 2 minutes
– Share with your partner for a total of 2 minutes– Share ideas with big group
• What are the most significant resources from these five days that will help you lead the change in your building? (Google Form)
Best Wishes…
• …on the end of your school year• The First Follower
