Implementing the Common Core State Standards for Mathematics

Report
Unpacking the Standards
A New “Look” for Teaching and Learning
Session 2
K-5 Mathematics
WELCOME to Day 2
Introductions
• Dr. Karol Yeatts
• BCI
• Bethany Mathers
• BEESS
• Liz Conn
• BEESS
• Leanne Grillot
• BEESS
• Martha Gioielli
• DA
• Mark Drennan
• SALA
Agenda
• Implementing the Common
Core State Standards for
Mathematics Video
• Unpacking the Standards
• Establishing Learning Goals
• Formative Assessment
• CPALMS Tools and
Resources
2
Implementing the Common Core
State Standards for Mathematics
• Observe changes
teachers are making
in their instructional
practices to adapt to
the new standards.
• Think about how the
implementation of the
Common Core State
Standards will differ
from the ways
teachers in your
school are currently
teaching.
http://www.youtube.com/w
atch?v=1IPxt794-yU
http://youtu.be/1IPxt794-yU
3
Video Reflections
1
What do you anticipate will be the greatest
challenge in implementing the Common
Core State Standards for Mathematics?
2
What activities might you do at your
school to introduce the standards to
reduce teacher apprehension?
3
What existing tools and resources do you
have that can continue to be used in
implementing the new standards?
4
What technology do you anticipate
needing to aid in the implementation of the
Common Core State Standards?
4
Unpacking the Standards
Session 2
K-5 Mathematics
Unpacking Standards
Ainsworth, L. (2003). Unwrapping the standards: A simple process to
make standards manageable. Englewood, CO: Lead + Learn Press.
6
Unpacking Standards
The unpacking process allows teachers and
administrators to determine what matters most
(i.e. pacing, assessment, critical focus areas)
•Clarity
•Alignment
•Continuity
•Integration
•Baseline
http://youtu.be/sTd7TN1_vsM
http://www.youtube.com/watc
h?v=sTd7TN1_vsM
7
Florida’s Standards-based
Instruction Model
Standard or Benchmark Aligned
to Course Description
• Guides the development of
the lesson beginning with the
desired outcome
Engaging Lesson
• Includes appropriate and
meaningful activities that engage
students in the learning process,
address common
misconceptions, and incorporate
higher-order thinking skills
Learning Goals
• Describes what students should
know and be able to do
• Includes essential questions and
• Rubrics to define levels of
knowledge acquisition
Formative, Interim, and/or
Summative Assessments
• Provides multiple sources of
student data to guide decisions
about adjusting instruction
and/or providing interventions
Florida Department of Education Bureau of Curriculum and Instruction (www.fldoe.org/bii)
8
Select a Standard
• Select a Standard
• Remember to start with
the specific Course
Descriptions for the
Common Core State
Standards
9
Grade: Kindergarten
Course: Mathematics
Standard(s): Count to answer “how many?” questions about as many as 20
things arranged in a line, a rectangular array, or a circle, or as many as 10
things in a scattered configuration; given a number from 1-20, count out that
many objects. MACC.K.CC.2.5
Skills – Students should be able to do Concepts – Student should know
• 20 things
• 10 things
Count
• Arranged in a line • Scattered
Count objects
• Arranged in a
configuration
Count to answer how many
rectangular array
• 1-20
• Arranged in a
circle
• objects
Critical Area of Focus: #1. Representing and comparing whole numbers,
initially with sets of objects.
Learning Goal: Given a number from 1-20, students will count out that
many objects.
Essential Question: How can you arrange things or objects to count how
many things you have?
Target Learning Progression: Given a number from 1-20, count out that
many objects.
10
Engaging Lesson
Mingle & Count: A Game of Number Sense
• Lesson Objective
– Practice counting by forming groups
based on a given number.
• Barbara McCormick
• Kindergarten Lesson
• http://soc.li/cSYWi9B
11
Peer Talk
Discuss how the rules for the game
are revisited before students begin
to mingle.
Discuss what is done with remaining
students who do not make a full
group?
Discuss how this interaction
encourages students to problemsolve together.
Discuss the Standards for
Mathematical Practices being used in
this activity.
12
Assessing Understanding
• How will you determine
student’s proficiency
with counting?
• What will proficiency
look like?
Summative
Formative
Interim
13
Learning Goal Guide
Course:
Standard:
Score 4.0
In addition to Score 3.0, in-depth inferences and
applications that go beyond what was taught.
Score 3.0
(Target)
The student will understand and/or be able to:
•
•
•
The student exhibits no major errors or omissions.
Score 2.0
There are no major errors or omissions regarding the
simpler details and processes as the student:
Sample Progress Monitoring and
Assessment Activities
However, the student exhibits major errors or omissions
regarding the more complex ideas and processes.
Score 1.0
With help, a partial understanding of some of the simpler
details and processes and some of the more complex ideas
and processes.
Score 0.0
Even with help, no understanding or skill demonstrated.
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Learning Goal Sample
Course:
Kindergarten Mathematics
Standard: MACC.K.CC.2.5
Sample Progress Monitoring and
Assessment Activities
Score 4.0
Given a number more than 20, the
student counts out that many objects.
Score 3.0
(Target)
Given a number from 1-20, the
Counting Beans: The teacher says a
student counts out that many objects. whole number less than 21 and asks the
student to write the stated number in a
circle on a worksheet and then asks the
student to place a matching quantity of
beans or counters in the circle. This is
done six times with different numbers.
Score 2.0
Given a number from 1-10, the
student counts out that many objects.
Score 1.0
Given a number from 1-5, the student
counts out that many objects.
Score 0.0
Even with help, no understanding or
skill demonstrated.
15
Digital Resources
• Illustrative Mathematics
• William McCallum, Chair
• http://illustrativemathematics.org/
• Common Core Look-fors (Mathematics,
Technology)
• By Splaysoft, LLC.
• http://itunes.apple.com/us/app/commoncore-look-forsmathematics/id467263974?mt=8
• Marzano Research Laboratory
• http://www.marzanoresearch.
com/Free_Resources/itemba
nk.aspx
16
Digital Resources
• The Teaching Channel:
Inspired Teaching,
Inspiring Classrooms
– https://www.teachingc
hannel.org/
• Education Northwest
– http://educationnorthw
est.org/resource/1756
• Inside Mathematics
– http://www.insidemath
ematics.org/index.php/
common-corestandards
• CPALMS
– http://www.floridastand
ards.org
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Reflective Thoughts
How will unpacking the standards inform your
curriculum and guide your instruction?
What steps will you take to assist teachers in
unpacking the standards?
What steps will you take to assist teachers in the
implementation of the Common Core State
Standards for Mathematics?
What resources will be useful in assisting
teachers with the implementation of the Common
Core State Standards for Mathematics?
18

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