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Using the Michigan Focal Points to Guide Instruction and Assessment. DACTM Annual Conference November, 2009. Introduction. - PowerPoint PPT Presentation
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Using the Michigan Focal Points
to GuideInstruction and Assessment
DACTM Annual Conference
November, 2009
2
Introduction
Looking at the GLCE through a mathematical focus permits teachers to step back from treating the GLCE as a checklist and begin to develop a coherent curriculum that focuses on key mathematical ideas. This session will familiarize participants to the Focal Points and how they are used to guide the MEAP. MDE’s instructional framework will also be introduced and how it can work with the Focal Points to develop a curriculum vision in the classroom.
3
Agenda
What are the Focal Points (curriculum)
How Focal Points guide MEAP design (assessment)
Focal Points and the MDE Re-imaging Effective Instruction Framework (instruction)
4
What does a good mathematics curriculum look like?
A curriculum must be focused on important mathematics. “When instruction focuses on a small number of key
areas of emphasis, students gain extended experience with core concepts and skills. Such experience can facilitate deep understanding, mathematical fluency, and an ability to generalize”.
5
What is a Focal Point?
Curriculum Focal Points Developed by NCTMRecommended content emphases for each grade
level
Michigan Focal PointsAligned our GLCE to NCTM Focal Points maintaining
as much of the NCTM wording as possible
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Focal Points vs. GLCE
Our GLCEs are the endpoints for learning whereas curriculum focal points are areas of instructional focus that “help students learn content that gives them a foundation for increasing their understanding as they encounter richer and more challenging mathematics”.
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Focal Points vs. GLCE
Focal Points
Curriculum and Instruction
Expectations
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The National Mathematics Advisory Panel
Benchmarks of the Critical Foundations of Algebra Identify those concepts taught in elementary and
middle school that lay the foundation for high school algebra
These are all similar to some of the focal points
9
The Michigan Focal Points and the MEAP
The MEAP needs to reflect the curricular emphasis implied by the GLCE.
Current factors necessitating changes in MEAP design:Subject tests given on the same day instead of
over a 2-week window for test security reasons means a shortened test
Future core scheduled to be incorporated
10
The Michigan Focal Points and the MEAP
The solution was to change core and extended designationsEach test needs to have no more than 20 core
expectations which are tested with 2 items eachNASL stay NASLAll others are considered extended which are
tested with one item and sampled
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Connections
What about those topics that don’t align to a focal point?They are
• Laying groundwork for a big idea in a later grade, or
• Extending a focus from a previous grade, or
• Build relationships among content strands within a grade, or
• Connected to a topic in another subject area
12
Instructional Implications
Help to design instruction around the question, “What are the most important ideas at my grade level?”
Prioritize uses of activities, assessments and other published materials
Support rich, deep appropriate mathematics for every student
13
Re-Imagining Effective Instruction Framework (REIF)
Research-based instructional practicesPurposeImmediate and Long-Term GoalsMethodologyUser-Friendly Tool for Educators
RelevanceAlignment to the MI School Improvement
FrameworkNBPTS/MI Educator Standards
14
Research Included
Education ResearchersProminent EducatorsPolicy Consortiums & Think TanksRegional Education LabsInstitutions of Higher EducationIES/Federal Government Fieldwork & Case Studies
15
Re-Imagining Education
What kind of instruction do our students need in the 21st century?EquityTechnologyChange
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The Michigan Focal Points and the MEAP
To be considered core an expectation had to be linked to a focal point so both the assessment and the curriculum will emphasize the same mathematical concepts.
Strategies for Instruction
Foundations Using Data
Re-Imagining Effective Instruction
STR
ATEG
IES FO
R IN
STR
UC
TIO
N
Engagement and
Motivation of All
Learners
Cultural Relevance
Reinforcing Effort and Providing Recognition
Tapping into Student Interest and Expertise
Embedding Technology
Activation and
Extension of
Knowledge
Relevance
Making Connections/Deep Knowledge
Mnemonic Devices
Embedding Technology
Differentiation
Academic Strengths and Areas for Growth
Needs of Diverse Learners
Learning Preferences
Multiple Intelligences
Embedding Technology
Stimulation of Critical Thinking
and Problem-Solving
Generating and Testing Hypotheses
Higher Order Thinking Skills
Summarizing
Critical Discussion
Nonlinguistic Representation
Comparing and Contrasting
Metacognition
Embedding Technology
Scaffolding
Graduated Questioning
Direct Instruction
Conferring
Spacing Learning Over Time
Embedding Technology
Multiple Opportuniti
es for Practice, Mastery,
and Assessment
Academic Choice
Authentic/Alternative Assessment
Formative Assessment
Summative Assessment
Homework
Embedding Technology
Flexible Grouping
Cooperative Grouping
Whole Group Instruction
Homogeneous Grouping
Heterogeneous Grouping
Individual Instruction
Flexibility and Fluidity
Embedding Technology
Core Element
Fundamental Process
Essential Skill
Fundamental Process Essential Skill
USIN
G D
ATA
Using Multiple
Data Sources
Informal Assessment
Formal Assessment
Non-Assessment Data
Embedding Technology
Instructional Decision-
Making
Identifying Instructional Needs
Setting Goals
Matching Instructional Strategies to
Identified Needs
Progress Monitoring
Providing Feedback
Embedding Technology
Core Element
Fundamental Process Essential Skill
FOU
ND
ATIO
NS
Essential Teacher Beliefs
High Expectations
Malleable Intelligence
Student Attitudes and Motivation
Equity and Anti-Racism
Urgency, Relentlessness, and
Ownership of Outcomes
Embedding Technology
Educator Responsibiliti
es
Content Knowledge
Continuing Professional
Development
Pedagogical Knowledge
Reflection
Professional Collaboration
Embedding Technology
Classroom Manageme
nt
Creating an Environment for
Learning
Routines to Maximize Instruction
Supportive Personal Relationships with
Students
Embedding Technology
Initial and On-Going
Instructional Planning
Standards/Objective-Based Planning
Backward Planning
Lesson Planning
Unit Planning
Long-Term Planning
Embedding Technology
Investing Families and the
Community
Two-Way Communication
Volunteering
Learning at Home
Decision-Making
Collaborating with the Community
Embedding Technology
Core Element Fundamental Process Essential Skill
Fundamental Process Essential Skill
21
Instructional Implications
“It is essential that these focal points be addressed in contexts that promote problem solving, reasoning, communication, making connections, and designing and analyzing representations.”
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Putting it altogether
Organize into grade level/span groups
In your groups discuss the following:
How might you/your school begin to use the Michigan Focal Points in designing curriculum and instruction to “facilitate learning and assess mastery of the content that comprises one grade level and/or course-specific curriculum?”
23
Reflection
What impact does instruction that supports a focused curriculum have on time management?
Where might the GLCE fit into your curricular vision and long term planning?
Or…
24
Reflection
What essential understandings and connections do I want my students to have?
What sequence of lessons will I use to promote those understandings and connections?
25
Contact information
For more information on Michigan Focal points: Ruth Anne [email protected]/glcewww.glce.wikispaces.com
For more information on MEAP:Kyle [email protected]/meap