Embed Size (px)
DESCRIPTION
Convocation 2013. Common Core Mathematics Updates. Universal Design for Learning (UDL) A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners. UDL. UDL Principles. UDL - PowerPoint PPT Presentation
Citation preview
Convocation 2013
Common Core Mathematics Updates
Universal Design for Learning (UDL)
A set of principles forcurriculum development that applies
to the general education curriculum to promote learning environments that meet the needs of all
learners
UDL
UDL Principles
UDLPrinciple 1:
Representation
Multiple Means of Representation Improves Learning for All
Non-verbal
• Modeling• Pictures/videos• Realia/Concrete objects • Gestures• Movement• Manipulatives• Demonstrations• Hands-on• Picture dictionaries
Language Support• Word banks• Word walls• Labels• Graphic organizers• Sentence starters• Sentence frames
Represent
Act/Express Engage
Principle II:Multiple Means of Action and Expression
Judy Augatti
RepresentRepresent
ActionExpression
Engage
UDLPrinciple 2:Action and Expression
Multiple Means of Action and Expression• Role-play• Illustrations/ Drawings / Visuals • Gestures• First language use• Online tools (journaling, blogging, interactive
math problem solving, assessments)
Represent
ActionExpression
Engage
Principle III:
Multiple Means of Engagement
Represent
Act/Express
Engage
Principal 3:Engagement
Multiple Means of Engagement
• Graphics• Group Writing• Problem Solving
Teams• Role Plays• Interest Projects
•Response Cards •Student Presentations•Real Life Simulations •Online tools•Manipulatives
UDL RequiresMultiple Means of Engagement
How do you meet the needs ofStudents Identified as Gifted?
1. Complexity: Abstract-thinking, Variety of concepts, subjects and strategies
1. Depth: Higher levels of thinking, concepts
1. Creativity: Open-endedness, choice
1. Acceleration: Rapid pacing, Focus on Growth
1. Relevance: Personal interest, Real-world problems and audiences, Connections
Give One – Get One
Leigh Daniels AccelerationI love to use the NCCTM website to find acceleration opportunities for my students with Illuminations activities.
http://goo.gl/1RDZN
FocusWhat do we want students to know and be able to do?
CoherenceHow will we know when they know it? What will we do when they don’t know it?
RigorWhat will we do when they know it?
FOCUS
Rather than racing to cover everything in today’s mile-wide, inch-deep curriculum, teachers use the power of the eraser and significantly narrow and deepen the way time and energy is spent in the math classroom.
cc: Microsoft.com
Math I Wordle
“Math Content Emphases” Read the Introduction to the Major Work Booklet.
What is the relationship between the major work and the additional/supporting work?
How does this focus result in fewer objectives that go deeper?
cc: Microsoft.com
Content Emphasis After reading sample
CCSSM topics for their grade, ~80% say CCSSM is “pretty much the same” as their former standards
If CCSSM places a topic they currently teach in a different grade only about ¼ would drop it
- Bill Schmidt, Achieve
cc: Microsoft.com
Points to Ponder
• 85% of teachers say the textbook is main resource- rather than the standards.
Barbara Reyes
cc: Microsoft.com
19
EA
CH
OT
HE
R
Effective Instructional Tasks
“Tasks that demand engagement with concepts and that stimulate students to make purposeful connections to meaning or relevant mathematical ideas which lead to a different set of opportunities for student thinking.”
Stein, Smith, Henningsen, & Silver, 2000, p. 11
What are Features of a Good Task?
• Challenges the learners to think for themselves and make decisions.
• Offers different levels of challenge.• Encourages collaboration and discussion.• Has the potential for revealing patterns or
leading to generalizations.
nrich.maths.orgnrich.maths.org
What are Features of a Good Task?
• Begins where the students are; accessible to wide range of learners.
• Requires justifications and explanations for answers and methods. – “Show the mathematics you used and explain
your reasoning” (Connecticut Dept. of Education)
• Has a focus on making sense of the mathematics involved and thereby increasing understanding.
Van de Walle, 2004
Why are Instructional Tasks Important?
….it is the level and kind of thinking in which students engage that determines what they will learn.
Stein, Smith, Henningsen, & Silver, 2000, p. 4
Three Mathematical Shifts
FocusWhat do we want students to know and be able to do?
CoherenceHow will we know when they know it? What will we do when they don’t know it?
RigorWhat will we do when they know it?
• Fragmenting the Standards into individual standards, or individual bits of standards, erases all these relationships and produces a sum of parts that is decidedly less than the whole.
Looking for Coherence “Measuring in the Round”
Using the sheet: Shift Two: CoherenceThinking Across Grades / Courses, Linking to Major Clusters copy all of the standards leading to and related to “Measuring in the Round” and note how coherence is evident in these standards.
Team Initiated Problem Solving
(TIPS)
(Newton et al, 2009)
CollectCollect& Use& UseDataData
Develop Hypothesis
Discuss &Select
Solutions
Develop &ImplementAction Plan
Evaluate &Revise
Action Plan
Problem SolvingMeeting Foundations
Identify Problems(Define & Clarify)
What’s the Area?
A square piece of paper is folded in half to form a rectangle with a perimeter of 12 cm. What is the area of the original square?
Not drawn to scale
Our Goals• Know the three shifts -- focus, coherence
and rigor.– Understand the importance of focus for the
coming year • Develop plans to ensure all NC teachers
know the major work (“focus”) of their grade or course.
• Plan your time, money, and effective PD around the major focus of your grade or course.
Our Goals• Establish how the three shifts address these
questions:1. What do we want students to know and be able to do?2. How can we ensure that all children have the opportunity to
learn?3. What do you do if they don’t know it?4. What do you do if they know it?
• Experience instruction that will support learning for all students.
• Identify strategies used to support diverse learners.
Looking at Student Work
Three Mathematical ShiftsFocus
What do we want students to know and be able to do?
CoherenceHow will we know when they know it? What will we do when they don’t know it?
RigorWhat will we do when they know it?
What Is Rigor?
• Conceptual Understanding:– Beyond mnemonics or discrete procedures– Problem-Based– Apply math in new situations– Speak/Write about their understanding
• Procedural Skill & Fluency:– Opportunities to practice core functions to increase speed & accuracy
in calculations• Application:
– Use math in “real world” situations– Choose the appropriate concept for application
RIGOR
ConceptualUnderstanding
Application
Skills and Procedures
Robin BarbourMiddle Grades Mathematics [email protected]
JohannahMaynorHigh SchoolMathematics [email protected]
Mary KeelProfessional Development Lead Region [email protected]
Paul MarshallProfessional Development Lead Region [email protected]
Gertrude Lyons-NewkirkDistrict and School [email protected]
Susan HartProgram [email protected]
Barbara BissellK – 12 Mathematics Section [email protected]
DPI Contact Information
