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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. 14 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 17 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