Common Core State Standards

Common Core State StandardsSession 7

6-12 Social Studies, Science, & CTE

2

Day 3 – Session 7

EXPECTED OUTCOMES

1. Enhance knowledge base of the Common Core Standards for Mathematics;

2. Enhance knowledge of the Common Core Standards for Mathematical Practice; and

3. Discuss an Integrated Approach to Collegial Learning with Critical Thinkers and Questioners.

Rate your level of understanding!How would you rate your level of understanding for the Common Core Standards for Mathematical Practices?

• 174418 No understanding.• 174441 Limited understanding (I have heard of them).• 174473 Partial understanding (I could have a discussion).• 174509 Adequate understanding (I could present an overview ).• 174519 Thorough understanding (I could train others).

Submit response at http://PollEV.com/

Send to: 37607Text Code # to respond

http://pollev.com/CCSI

4Created by Karol YeattsPresented by Jackie Speake

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Understanding Teachers

Aligned

McCallum

Guided by Principles

Standards

National Focus NGA

Habits of

Mind

Organized

International Benchmarked

Building Foundation

CCSSO Developmental Levels

Progressions

Joint effort

Vision

Quality

Knowledge

Zimba

Robust, Relevant,

Real-world

Whole Child Approach

Learner-focused Life-long

skills

Ensuring Education Focus

BalancedClarity

Critical AreasClusters

Domains Evidenced-based

Illustrative Mathematics

Sense-making

Rigor

Research-based

Procedural fluency

ProficiencyPARCC

OpportunitiesMathematical Practice

XY

FluencyApplication

Coherence

Timeline

http://commoncoretools.me/category/progressions/

http://www.ascd.org/ASCD/pdf/siteASCD/policy/CCSS-and-Whole-Child-one-pager.pdf

http://www.ascd.org/ASCD/pdf/siteASCD/policy/CCSS-and-Whole-Child-one-pager.pdf

http://illustrativemathematics.org/standards

http://illustrativemathematics.org/standards

http://www.parcconline.org/

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High School Conceptual Categories

http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

• Number and Quantity (N)

• Algebra (A)

• Functions (F)

• Modeling (*)

• Geometry (G)

• Statistics and Probability (S)A-Z

http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

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Domains for K-12K 1 2 3 4 5 6 7 8 HS

Counting

and Cardinality

(CC)

Number and

Quantity

Number and Operations in Base Ten (NBT) The Number System

Number and Operations-Fractions

(NF)

Ratios and Proportional Relationships

(RP)

Operations and Algebraic Thinking (OA)Functions (F)

Expressions and Equations (EE) Algebra

Geometry (G)

Measurement and Data (MD)

Statistics and Probability (SP)A-Z

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Domain

Domain

Domain

Cluster Headings

Cluster Headings

Cluster Headings

Algebra Overview

Seeing Structure in Expressions

•Interpret the structure of expressions•Write expressions in equivalent forms to solve problems

Arithmetic with Polynomials and Rational Functions•Perform arithmetic operations on polynomials•Understand the relationship between zeros and factors of polynomials•Use polynomial identities to solve problems•Rewrite rational functions

Creating Equations•Create equations that describe numbers or relationships

Reasoning with Equations and Inequalities

Domain

A-Z

Domain

Cluster Headings

Standards

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Florida’s Numbering ofthe Common Core State Standards

MACC.912.A-SSE.1.1.a

Subject Grade Domain Cluster Standard Heading

Subject Mathematics Common Core

Grade 912 Algebra

Domain Seeing Structure in ExpressionsCluster Heading

Interpret the structure of expressions

Standard Interpret expressions that represent a quantity in terms of its context.★

a. Interpret parts of an expression, such as terms, factors, and coefficients.

A-Z

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Standards for Mathematical Practice

http://www.youtube.com/watch?v=9pKcO9E4Flw&feature=relmfu http://youtu.be/9pKcO9E4Flw

• Develops dispositions and habits of mind– “Characteristic of an educated person”

• Precision in thought• Precision in the use of language and terms• Precision of argument• Sense making happens through conversations

A-Z

http://www.youtube.com/watch?v=9pKcO9E4Flw&feature=relmfu

http://youtu.be/9pKcO9E4Flw


“The Standards for Mathematical Practice are unique in that they describe how teachers need to teach to ensure their students become mathematically proficient. We were purposeful in calling them standards because then they won’t be ignored.” - Bill McCallum

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Use appropriate tools strategically5

Attend to precision6

Look for and make sense of structure7

Look for and express regularity in repeated reasoning

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8 Standards for Mathematical Practice

Make sense of problems and persevere in solving them

1

Reason abstractly and quantitatively2

Construct viable arguments and critique the reasoning of others

3

Model with mathematics4

A-Z13

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Florida’s Common Core State Standards Implementation Timeline

Year/Grade Level K 1 2 3-8 9-12

2011-2012 FL L L L L

2012-2013 F L F L L L L

2013-2014CCSS fully implemented

F L F L F L B L B L

2014-2015CCSS fully implemented and

assessed

F L F L F L F L F L

F - full implementation of CCSS for all content areasL – begin full implementation of content area literacy standards including: (1) use of

informational text, text complexity, quality and range in all grades (K-12), and (2) CCSS Literacy Standards in History/Social Studies, Science, and Technical Subjects (6-12)

B - blended instruction of CCSS with Next Generation Sunshine State Standards (NGSSS); last year of NGSSS assessed on FCAT 2.0

http://www.fldoe.org/bii/pdf/CCSS-ImplementationTimeline.pdf 14A-Z

http://www.fldoe.org/bii/pdf/CCSS-ImplementationTimeline.pdf

Poll QuestionHow many Common Core Standards for

Mathematical Practice are there?

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Send to: 37607Text: 202818 plus your message

http://pollev.com/

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Reasoning and

Explaining

Seeing Structure and Generalizing

Overarching Habits of Mind of a Productive Mathematical Thinker

2. Reason abstractly and quantitatively

3. Construct viable arguments and

critique the reasoning of others

Modeling and

Using Tools

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

1. Make sense of problems and persevere in solving them6. Attend to precision

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The Standards for Mathematical Practice

• Please locate the Common Core State Standards for Mathematics.

• Take a moment to examine the first three words of the narrative description for each of the 8 mathematical practices.

• What do you notice?

Mathematically Proficient Students…

Page 6

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Digital TaskYour Digital Task is to:

• Read your assigned Mathematical Practice.

• Identify the words (verbs) that illustrate the student actions for this practice.

• Text the words on one continuous line with spaces between each word.

Example: #..... create analysis model describe demonstrate….

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Digital Task Text Numbers

Practice #1 – code 119825Practice #2 – code 108045Practice #3 – code 108045Practice #4 – code 128304Practice #5 – code 128404Practice #6 – code 128418Practice #7 – code 128424Practice #8 – code 128951

Submit responses at http://PollEV.com/

Send to: 37607Text a CODE # to respond

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Mathematical Practice 1 - Make sense of problems and persevere in solving them.


Text 119825 to 37607


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Mathematical Practice 2 - Reason Abstractly and Quantitatively


Text 108045 to 37607


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Mathematical Practice 3 - Construct viable arguments and critique the

reasoning of others.


Text 108045 to 37607


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Mathematical Practice 4 - Model with mathematics.


Text 128304 to 37607


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Mathematical Practice 5 - Use appropriate tools strategically.


Text 128404 to 37607


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Mathematical Practice 6 - Attend to precision.


Text 128418 to 37607


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Mathematical Practice 7 - Look for and make sense of structure.


Text 128424 to 37607


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Mathematical Practice 8 - Look for and express regularity in repeated reasoning.


Text 128951 to 37607


http://www.wordle.net/show/wrdl/5360414/Mathematical_Practice_Actions28

http://www.wordle.net/show/wrdl/5360414/Mathematical_Practice_Actions

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AN INTEGRATED APPROACH TO COLLEGIAL LEARNING WITH

CRITICAL THINKERS AND QUESTIONERS

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QUESTIONING STRATEGIES

Eliciting

Supporting Extending

Source: “Strategies for Advancing Children’s Mathematical Thinking”, Teaching Children Mathematics. The National Council of Teachers of Mathematics, Inc. 2001.

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Eliciting• Elicit many solutions to one problem• Wait for, and listen to, students’ descriptions of solution methods• Encourage elaboration• Use students’ explanations as a basis for the lesson’s content• Convey an attitude of acceptance toward students’ errors and efforts• Promote collaborative problem solving• Decide which students need opportunities to report.

Supporting Extending


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Science Example Questioning Strategies: Elicit many solutions to one problem and promote collaborative problem solving

SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. (Also assesses SC.912.L.17.11, SC.912.L.17.13, SC.912.N.1.3, and HE.912.C.1.3.)

MACC.K12.MP.4 Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another.

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Conduct research on current desalination. Based upon research what are some of the benefits and impacts of desalination on the surrounding ocean environment?Complete a two way table.

Benefits Impacts

Science Example Salt water is an abundant resource but unusable for irrigation and drinking. As demands on freshwater sources increase, the use of desalination processes to remove salt from ocean water is increasing.

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Science Example Complete a desalination lab determining the effects of desalination on ocean plant growth and complete a data table and graph to scientifically and mathematically draw conclusions.

Effects of Desalination on Plant Growth Data Table

Plant A (Environmental factors remain Constant)

Plant B (Removal of Salt Water)

Plant C (Removal of Salt Water and Introduce Salt water back to plant )

Heig

ht o

f Pla

nt

Plants A B C

Effects of Desalination on Plant Growth Graph

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Supporting• Remind students of conceptually similar problem situations.• Provide background knowledge.• Lead students through instant replays.• Write symbolic representations of each solution method on the board.• Encourage students to request assistance.

Eliciting

Extending


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SOCIAL STUDIES EXAMPLEQuestioning strategy: Lead students through instant replays to support all students by going through one student’s solution in a step-by-step fashion.

SS.912.G.1.3 Employ applicable units of measurement and scale to solve simple locational problems using maps and globes.

MACC.K12.MP.6 Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

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SOCIAL STUDIES EXAMPLE

What is the average distance of movement west of the population center of the United States every ten years between 1790 and 1940? Between 1940 and 2000? What were the causes of the difference?

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Extending• Maintain high standards and expectations for all students.• Encourage students to draw generalizations.• List all solution methods on the board to promote reflection.• Push individual students to try alternative solution methods.• Promote use of more efficient solution methods.• Cultivate a love of challenge.

Eliciting

Supporting


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CTE ExampleQuestioning Strategy: Encouragestudents to draw generalizations.

Agriscience Foundations05.04 Identify the nutrients required for plantgrowth from the periodic table and explain their

functions.

07.03 Solve time, distance, area, volume, ratio,proportion, and percentage problems in agriscience

MACC.912.AREI.2 Understand solving equations as aprocess of reasoning and explain the reasoning.Solve simple rational and radical equations in onevariable, and give examples showing how extraneoussolutions may arise.

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Parking Lot Questions

• A question you need to park (save) until the end of a presentation.

• It's a fancy way of saying, "Please hold all questions until the end of the presentation."

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Collegial Learning:The Intersection of Education

Rod Duckworth, ChancellorCareer and Adult Education

Florida Department of Education

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Meeting a Growing Need

“Without high quality, knowledge intensive jobs and the

innovative enterprises that lead to discovery and new technology, our economy

will suffer and our people will face a lower standard of living.”

- National Academy of Sciences

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What Are the Results of Our Current Way of Teaching?

What happens to entering 9th graders four years later…

Greene & Winters 2005

29% Dropout of High School

34% Graduate from High School

College-Ready

37% Graduate from High School Not College-

Ready

29 %

34 %

37 %

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What Does the Research Tell Us?

• 66% of a typical freshman cohort graduates from high school unprepared to enter college.

(John M. Bridgeland, John J. DiIulio, Jr., Karen Burke Morison, The Silent Epidemic Perspectives of High School Dropouts , A Report by Civic Enterprises, LLC)

• In 2005 Gates Foundation Report, 81% of students who dropped out said that “more real world learning” may have influenced them to stay in school.”(Bridgeland, J., et al, The Silent Epidemic, Bill and Melinda Gates Foundation, 2005)

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Dropouts Did Not Feel Motivated Or Inspired To Work Hard

Did you feel motivated and inspired to work hard in high school?

69%

4%

27%Were

motivated/inspired

Not sure

Were notmotivated/

inspired

Source: The Silent Epidemic, 2006

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Dropouts - Key Findings• 88% had passing grades, with 62 percent

having Cs and above• 58% dropped out with just two years or less to

complete high school• 66% would have worked harder if expectations

were higher• 70% were confident they could have

graduated• 81% recognized graduating was vital to their

successSource: The Silent Epidemic, 2006

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Making Learning More Meaningful

Rigor versus Relevance

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What is Rigor?Learning in which students demonstrate a thorough, in-depth mastery of challenging tasks to develop cognitive skills through reflective thought, analysis, problem-solving, evaluation, or creativity.

Rigorous learning can occur at any school grade and in any subject!

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Six Levels of Bloom’s Taxonomy1. Awareness2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation

The Three Types of LearningCognitive: mental skills (Knowledge) Affective: growth in feelings or emotional areas (Attitude) Psychomotor: manual or physical skills (Skills)

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Teaching RigorLow end (awareness) involves acquiring knowledge and being able to recall or locate that knowledge in a simple manner.

High end (evaluation) involves complex ways in which individuals use knowledge.

At this level the student can:• do much more than locate information• fully integrated knowledge• combine several pieces of knowledge in both logical and

creative ways. • assimilate knowledge• solve multistep problems • create unique work and solutions

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What is Relevance?

Learning in which students apply core knowledge, concepts, or skills to solve real-world problems.

Relevant learning is interdisciplinary and contextual.

Student work can range from routine to complex at any school grade and in any subject.

Created through authentic problems or tasks, simulation, service learning, connecting concepts to current issues, and teaching others.

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Can’t be all facts and figures…

Rigor without relevance = dropout

Relevance without rigor = remediation

Must strike an accord that allows ALL students to succeed

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Blending Rigor and RelevanceIntegration is around us everywhere – insociety and in nature!

Yet… In traditional schools students are given a set offacts, asked to memorize them, but often not giventhe opportunity to apply them in a way that is applicable tolife outside of the school.

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“Only in education, never in the life of the farmer, sailor, merchant, physician, orLaboratory experimenter, does knowledgemean primarily a store of information alooffrom doing.” - John Dewey

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Why Integrate?• Disconnection breeds apathy (dropout) while integration thrives on connections

• Integrated learning more accurately approximates the lives of human beings when they are not in schools

• Curriculum that shows how academic knowledge and skills are used in “real world” applications may motivate more students to persevere in the academic courses that prepare them for college and careers

• Overlapping content has the pedagogical advantage of enabling students to see applications of subject matter, which may increase students’ motivation, understanding, and retention of concepts

IT MAKES SENSE!

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Florida Statutes: • 1003.413 Florida Secondary School Redesign Act requires “applied,

integrated, and combined courses that provide flexibility for students to enroll in courses that are creative and meet individual learning styles and student needs”

• 1003.493 Career and Professional Education Act - requires the provision of “a rigorous standards-based academic curriculum integrated with a career curriculum”

• 1003.4295 Acceleration courses (CAP) —is created for the purpose of allowing a secondary student to earn high school credit in a course that requires a statewide, standardized end-of-course assessment if the student attains a specified score on the assessment. Notwithstanding s. 1003.436, a school district shall award course credit to a student who is not enrolled in the course, or who has not completed the course, if the student attains a score indicating satisfactory performance, as defined in s. 1008.22(3)(c)5., on the corresponding statewide, standardized end-of-course assessment. The school district shall permit a student who is not enrolled in the course, or who has not completed the course, to take the standardized end-of-course assessment during the regular administration of the assessment.

http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=1000-1099/1003/Sections/1003.436.html

http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=1000-1099/1008/Sections/1008.22.html

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How to Integrate

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What is Integrated Curriculum?

In general, integrated curriculum includes:– A combination of subjects– An emphasis on projects– Sources that go beyond textbooks– Relationships among concepts– Thematic units as organizing principles– Flexible schedules– Flexible student groupings

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Take Advantage of Natural Combinations

Integration is performed by overtly makingconnections or creating combinations:

• Agriculture/Social Studies• Nursing/Biology• Art/Geometry,

• Journalism/English Language Arts

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Integration Models

Integration:• Brings distinct disciplines together into a single focus

• Utilizes topics and units that are taught independently, arranged and sequenced to provide a framework for related concepts

• Is based on common topics, concepts and skills

• Threads thinking, social, and study skills, graphic organizers, technology, and multiple intelligences to thinking throughout all disciplines

• Creates a necessity for teachers to plan the sequence of their units. (This may mean that the teachers will need to change the sequence of topics

contained in the courses textbooks.)

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"The textbook is not a moral contract that teachers are obliged to teach...teachers are obliged to teach [students]."

- John Adams

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Content Integration

Across ALL Subjects

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A Process & A PedagogyTrue integration requires collaboration of teachers from multiple content areas.

Each teacher is partnered with a teacher from another content area for extended professional development throughout the academic year.

Teacher partners are essential to the model because they serve as a resource to help each other with content specific questions they may have and they provide valuable input for bridging the gap between the two content areas.

The community of practice formed by these partnerships is vital to the success of the model.

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“Problem” Example CTE courses have always included mathematics and/or

science, but their instructors, who are not mathematics or science educators, often use “tricks of the trade” without being explicit in addressing the math/science essential to the task.

For example in a CTE course, students learn the 3-4-5 rule tomeasure a square corner.• 3-4-5 On one side of a corner, measure three inches from the corner and make a mark. On the opposite side of the corner, measure four inches from the corner and make a mark. Next, measure between the two marks. If the distance is five inches, your corner is square!

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3-4-5 vs. Pythagorean TheoremPythagorean Theorem: In any right trianglea² + b² = c² when a and b represent thelengths of the legs and c is the length of thehypotenuse. If we substitute the following values into the theorem(a=3, b=4, c=5), we find that the equation is true: threesquared (9) plus four-squared (16) is equal to fivesquared (25)

• But the source of this rule, the Pythagorean theorem, is usually not mentioned in a CTE course.

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How’s it Done?

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Five Core Principles

1. Develop and sustain a community of practice among the teachers.

2. Begin with the course description and content standards for the course you teach.

3. Understand that the integrated content concepts and skills are essential for students to gain a deeper understanding and make connections in the your content area.

4. Maximize the integration of the new content in your course.

5. Recognize the expertise of your colleagues and use this expertise.

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Core Principles of theIntegration Model

1. Develop and sustain a community of practice among the teachers. a. Administrators/school districts/professional organizations provide structure

and support to build and sustain communities of practice including:i. Regular professional development that brings the communities of

practice together several times during the academic year. ii. External "stimuli" to keep teachers focused on the academic

interventions. iii. Common planning time for teacher groups.

2. Begin with the course description and content standards for the course you teach.

a. Teacher teams interrogate the curriculum to identify the natural occurrence of the content being integrated.

b. Teacher teams create curriculum maps that identify the intersection of content.

c. A scope and sequence will guide the implementation of integrated content.

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3. Understand that the integrated content concepts and skills are essential for students to gain a deeper understanding and make connections in the your content area.

a. Teams generate examples in which students solve authentic problems.b. Teachers introduce and reinforce the integrated content as a "tool" to use in

the application of the course content.c. Teachers bridge vocabulary as they develop and teach the integrated lessons.

4. Maximize the integration of the new content in your course.a. Teams continue to locate as many opportunities as possible to integrate

curricula throughout the year.b. Teachers build on students' prior knowledge and skills.c. Teachers capitalize on teachable moments that follow the enhanced lessons.

5. Recognize the expertise of your colleagues and use this expertise.a. Teachers participate in professional development activities that enable them

to teach the integrated concepts as they occur in their content.b. Share your expertise to help teachers learn more about the integrated

concepts in their curricula.c. Teachers learn and apply integrated formulas, concepts and vocabulary. d. Provide opportunities for teachers to practice teaching the content integrated

in their curricula.

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Integration Across Content Areas“Seven Elements”

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ELEMENT TEACHER NOTES

1 Introduce content lesson. • Make the objective of the lesson explicit. • Do not introduce as a “integrated"

lesson. • Discuss/share introductory approaches

2 Access students prior knowledge as it relates to the integrated content .

• Bridging of vocabulary• Share and/or develop methods for

assessing awareness. • Involve all class members

3 Work through examples of the integrated content embedded in the lesson.

• Use aids that illustrate the concepts and vocabulary.

“The Seven Elements”

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4. Work through related contextual examples. • Develop separate activities• Locate/utilize resources • Develop examples of various levels of difficulty.

5. Students work through traditional examples. • Use samples • Create learning activities.

• Develop learning activities that allow students to demonstrate their understanding of both the content areas.

• Include embedded content questions on any regularly-scheduled testing or unit exams.

• Include integrated content assessment as a part of major projects.

6. Students demonstrate understanding.

7. Formal assessment.

Creating a New Hybrid of Education…Rigor with Relevance

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OLD WAY:“Stand and Deliver”

NEW WAY:“Collaborative

Instruction”

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The movement toward a global economy andinternational connections, as well as the rapid changes

in technology, are pushing education toward integration.

The ability to make connections, to solve problemsby looking at multiple perspectives, and to

incorporate information from different fields, willbe an essential ingredient for success in the future.

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“Few will have the greatness to bend history itself; but each of us can work to change a small portion of events, and in the total of all those acts will be written the history of this generation.”

-- Robert F. Kennedy

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Contact Information: Rod Duckworth, Chancellor

Division of Career and Adult EducationFlorida Department of Education

[email protected]

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Reflective JournalPlease take a moment to reflect on the instructional implications of the mathematical practices and questioning techniques.

What are the instructional implications of mathematical practices and questioning techniques for your course(s)?

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Post-Assessment

1. What is your comfort level and understanding of the Common Core (CC) Literacy Standards for Science, Social Studies, and Career/Technical subjects?

2. What is your comfort level and understanding of the Comprehension Instructional Sequence (CIS)?

3. What is your comfort level and understanding of Text Complexity?

4. How would you rate your level of understanding for the Common Core Standards for Mathematical Practices?

http://www.polleverywhere.com/my/polls

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Post-Survey! Rate your level of understanding!What is your comfort level and understanding of the Common Core (CC) Literacy Standards for Science,

Social Studies, and Career/Technical subjects?

• 169094 if you have never heard of the CC Literacy Standards (Scooby-Doo???).

• 169095 if you have a limited understanding of the CC Literacy Standards (I have heard of them!).

• 169261 if you have a partial understanding of the CC Literacy Standards (I could participate in a discussion).

• 169277 if you have an adequate understanding of the CC Literacy Standards (I could present an overview to others).

• 169278 if you have a thorough understanding of the CC Literacy Standards (I could train others on implementation).




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Post-Survey! Rate your level of understanding! What is your comfort level and understanding of the

Comprehension Instructional Sequence (CIS)?

• 172823 if you have never heard of the CIS (Scooby-Doo???). • 172828 if you have a limited understanding of the CIS (I have

heard of them!).• 172940 if you have a partial understanding of the CIS (I could

participate in a discussion).• 173014 if you have an adequate understanding of the CIS (I

could present an overview to others).• 173017 if you have a thorough understanding of the CIS (I could

train others on implementation).




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Post-Survey! Rate your level of understanding! What is your comfort level and understanding

of Text Complexity?

• 173672 if you have never heard of text complexity (Scooby-Doo???).

• 173673 if you have a limited understanding of text complexity (I have heard of it!).

• 173674 if you have a partial understanding of text complexity (I could participate in a discussion).

• 173675 if you have an adequate understanding of text complexity (I could present an overview to others).

• 173733 if you have a thorough understanding of text complexity (I could train others on implementation).




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Post-Survey! Rate your level of understanding!How would you rate your level of understanding for the Common Core Standards for Mathematical Practices?

• 177342 No understanding.• 177346 Limited understanding (I have heard of them).• 177359 Partial understanding (I could have a discussion).• 177361 Adequate understanding (I could present an

overview ).• 177362 Thorough understanding (I could train others).




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Looking Ahead atDay 4

Integrating Everything!

http://www.ted.com/talks/lang/en/marcin_jakubowski.html

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21st Century Skills: How do we get there?

http://www.youtube.com/watch?v=8_ehGLqzBVM&feature=related

http://www.youtube.com/watch?v=8_ehGLqzBVM&feature=related

Documents

Common Core State Standards