Upload
suzan-poole
View
214
Download
1
Tags:
Embed Size (px)
Citation preview
How to Implement A Story of Units
Kathleen DialImagine South Lake
*commoncore.org* engageny.org
IntroductionSequenced and Comprehensive Through 3
Components:
1. Unfolding story over the student’s career – emphasizing key themes and the relation and manipulation of units.
2. Focus on meaningful assessment – well designed, quick and accurate that promote self-monitoring and self-improvement
3. Engaging lesson structure- fast paced practice, encourage perseverance and foster thoughtful development of understanding.
Design ApproachMathematics is mostly effective taught in
logical engaging storyMain character is the unitThemes like measurement, place value and
fractions run throughout the storylineSignificance of the unit: define the basic
building block – the unitProgression: numbers through 10, addition and
subtraction, place value and standard algorithms, multiplication, fractions, word problems
Instructional Shifts AddressedFOCUS
Relating every arithmetic ideas back to the understanding of a unit.
Definition varies – whole numbers, fractions, decimals, measurements
Commonalities between all units/unique features of the units (they can be added, subtracted, multiplied)
Instructional Shifts AddressedCoherence
Not a collection of topics – emphasis on mastery of cluster standards
Instructional sequence is organized to build on previous learning
Instructional Shifts Addressed
RIGOR in 3 ways
1. Fluency2. Conceptual Understanding3. Application with Dual Intensity
Shift – RigorFLUENCY
Daily, substantial, sustainedIncluded in most lessons and supported in
lesson structureEasy to administer and assess
Shift-RigorConceptual Understanding
Deep understanding- they learn more than how to get the answer right
Use writing and speaking to solve math problems, reflect on learning and analyze their thinking
SEQUENCE IS EVERYTHING! Modules build on requisite skills – Deliberate Progression
Shift-RigorApplication and Dual Intensity
Teaches students to choose and apply math concepts to read world problems
Tools and diagrams that aid problem solvingProblems are designed for a healthy mix of
PARCC Type I, II and III tasks. Fluency and application practice daily
Approach to Assessment1. Daily Assessment – activity sheets, exit
tickets, homework sheetsMid-Module Assessment Task End of Module Assessment TaskCross-Modular Assessment Task
Daily Assessment Check InsActivity Sheets – apply conceptual understanding,
can be independent, group work, or with teacher guidance, graded or not
Exit Tickets – Critical element of lesson1. Individual accountability2. Valuable evidence of the effectiveness of that day’s
instruction – for planning purposes
Homework – additional practice, not introduce brand new concepts or ideas, build student confidence and check understanding
Mid-Module Assessment
Address first ½ of a moduleRubric will provide guidance for pre-
conceptions or mis-conceptionsComplete independently
End-Of-Module Assessment Task
SummativeGauge full range of understandingTasks will help prepare them for PARCCSome items will assess specific standardsSome items will synthesize broader concepts
Cross-Modular Assessment Task
Multiple modulesImportant connections across major topicsRequire students to retain skills and also
make connections to deepen their understanding of key math topics
Rigor in AssessmentsSimple to ComplexDemonstrate procedural skill, fluency and
conceptual understandingApplication problems, including multi-step
work problems are always part of the assessments
Differentiating
Modules contain scaffold chartsMarginal notes regarding scaffolds in each
lessonPay attention to sequence – ideas move from
simple to complex throughout the lesson – can help you locate specific steps that students are struggling with
Differentiating - TIMEUtilize a “TIME FRAME” rather that a “TASK
FRAME”“Class, you have 10 minutes to work
independently.”Teacher circulates and monitors, error-
correctingAlways bonus tasks for accelerated students
PERSONAL SUCCESS IS THE GOAL! Not completion of an activity page.
Differentiating – EXIT TICKETS
Teaching practice can be firmly grounded in student learning
“Precise Error Correcting” Demonstrate, Model and Intelligent PracticeSkills are acquired incrementally
Lesson StructureFluency PracticeConcept DevelopmentApplication ProblemsStudent Debrief
Most lesson are structured for 60 minutes, can easily be stretched to 90 minutes.
Fluency PracticePromote AUTOMATICYEngaging – gets adrenaline flowingAutomaticity is critical so that students
avoid using up too many of their attention resources with lower-level skills when they need to be addressing higher-level problems.
Minimum of 10 minutes daily Use it or lose it
Concept Development
Major portion of instructional timeAt least 20 minutes of total lessonNew learning is introducedConcrete-Pictoral-Abstract
Application ProblemsStudent chance to choose and apply the
correct mathematics to solve real world problems
Beginning of the year – establishes routines, model behaviors
Differ from fluency “quick answers”Read-Draw-WriteConnect to Concept Development part of the
lesson
Student DebriefReflect back and analyze the learning that
occurredObjective of lessonSee and hear multiple perspectivesShare and analyze multiple student workExit Tickets
Team PlanningModule 1