+ washington state mathematics fellows heather dorsey october 16, 2013
TRANSCRIPT
+Washington
State Mathematics
Fellows
Heather Dorsey October 16, 2013
+Welcome! You represent a statewide group of educators dedicated
to implementing the CCSS to maximize the student impact of this change
Steve Leinwand: “"The Math Wars are over and the Common Core Standards are the cavalry!”
+Common Ground—Leadership of Others Stand up if…..
You traveled more than a half hour to get here You traveled less than a half hour to get here You are the oldest child You are the youngest child You are the middle child You like dogs You are a cat lover You have taught elementary school You have taught middle school You have taught high school You have facilitated adult learning You plan ahead You wait until the last minute You are a learner
+Agenda
Fellows – What’s it all about
Putting the Shifts into practice
Setting the baseline task
Thinking as leaders
Planning next steps
LUNCH 12:00ish-1:00ish
+Fellows – who are we?
We are teacher-leaders supporting the implementation of the CCSS in our district.
We have district sponsorship of our work, and a plan to work with administration and other teachers.
We are a part of a regional and state cadre of teacher-leaders working together on common goals.
We inform regional and state implementation efforts.
+Larger context
Advocate and Systematize
Collaborate and ImplementLeadership
of SelfKnow and
Model
Leadership of Others
Leadership in the Extended Community
+Purpose of the Fellows
To be a part of and support a system that focuses on math making sense for all students. --Leadership in the Extended Community
This requires all of us to be intentional about putting the shifts into practice to reflect the CCSS vision both around the student making sense of the mathematics and demonstrating that understanding. –Leadership of Others and Self
The Fellows will use a formative assessment cycle that will support change in practice and experiences students have with the mathematics. –Leadership of Self
+Plan for the year
Four regional meetings
One state-wide meeting (for a subset of the Fellows)
Meetings centered around:
Leadership of Self Learning together and learning of new resources Engaging in a formative assessment cycle
Leadership of Others Reflecting on leading adult learners—Professional Development
Clips Planning next steps
Leadership in the Extended Community Providing feedback to the state-wide system Planning next steps
+Processing the Purpose of the Fellows What are you hoping to get out of our time together?
What are your current thoughts about your development as a CCSS-M Fellow and the purpose? To be a part of and support a system that focuses on math
making sense for all students. --Leadership in the Extended Community
This requires all of us to be intentional about putting the shifts into practice to reflect the CCSS vision both around the student making sense of the mathematics and demonstrating that understanding. –Leadership of Others and Self
The Fellows will use a formative assessment cycle that will support change in practice and experiences students have with the mathematics. –Leadership of Self
+The Three Shifts in Mathematics—Leadership of Self and Others
Focus: Strongly where the standards focus
Coherence: Think across grades and link to major topics within grades
Rigor: In major topics, pursue with equal intensity: Conceptual understanding Procedural skill and fluency Application
+What is the MAJOR work of your grade level?
Using the standards cards on your table – decide as a team what is the MAJOR work for your grade band
Focu
s
+Shift One: Focus strongly where the Standards focus
• Move away from "mile wide, inch deep" curricula identified in TIMSS.
• Learn from international comparisons.
• Teach less, learn more.
“Less topic coverage can be associated with higher scores on those topics covered because students have more time to master the content that is taught.”
– Ginsburg et al., 2005
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+Focus in International ComparisonsTIMSS and other international comparisons suggest that the U.S. curriculum is ‘a mile wide and an inch deep.’
“…On average, the U.S. curriculum omits only 17 percent of the TIMSS grade 4 topics compared with an average omission rate of 40 percent for the 11 comparison countries.
The United States covers all but 2 percent of the TIMSS topics through grade 8 compared with a 25 percent non-coverage rate in the other countries.
High-scoring Hong Kong’s curriculum omits 48 percent of the TIMSS items through grade 4, and 18 percent through grade 8.”
– Ginsburg et al., 2005
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Shift #1 Focus: Key Areas of Focus in Mathematics
Grade Focus Areas in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding
K-2 Addition and subtraction - concepts, skills, and problem solving and place value
3-5 Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving
6 Ratios and proportional reasoning; early expressions and equations
7 Ratios and proportional reasoning; arithmetic of rational numbers
8 Linear algebra and linear functions
+ 15
+
“The key question to keep asking is,
Are you spending your time on the right things? Because time is all you have. ”
– Randy Pausch
+Progressions to Algebra
Highlight each standard, in your grade band, that your team believes students must know in order to be successful in Algebra
COHERENC
E
Check your predictions with the Progressions to Algebra handout from the CCSS-M writers and adjust
+Shift Two: Coherence Think across grades, and link to major topics within grades
Carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.
Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.
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+ Coherence
“The Standards are not so much built from topics as they are woven out of progressions.”
Structure is the Standards, Publishers’ Criteria for Mathematics, Appendix
+Shift Three: Rigor Equal intensity in conceptual understanding, procedural skill/fluency, and application
The CCSSM require: Solid conceptual understanding Procedural skill and fluency Application of skills in problem solving situations
In the major work of the grade, this requires equal intensity in time, activities, and resources in pursuit of all three
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+ Variety of mathematical experiences
Look through the problems and solve 4-5 of them
Sort the problems based on: Conceptual UnderstandingProcedural Skill & FluencyApplication
Rigor
+Fluency
• The standards require speed and accuracy in calculation.
• Teachers structure class time and/or homework time for students to practice core functions such as single-digit multiplication so that they are more able to understand and manipulate more complex concepts
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+
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Required Fluencies in K-6Grade Standard Required Fluency
K K.OA.5 Add/subtract within 5
1 1.OA.6 Add/subtract within 10
2 2.OA.22.NBT.5
Add/subtract within 20 (know single-digit sums from memory)Add/subtract within 100
3 3.OA.73.NBT.2
Multiply/divide within 100 (know single-digit products from memory)Add/subtract within 1000
4 4.NBT.4 Add/subtract within 1,000,000
5 5.NBT.5 Multi-digit multiplication
6 6.NS.2,3 Multi-digit divisionMulti-digit decimal operations
+Fluency in High School
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+Procedural Fluency is not all about Timed Tests
“Reasoning and pattern searching are never facilitated by restricted time….strategy development and general number sense are the best contributors to fact mastery.”
--Van de Walle
+Conceptual Understanding is more than explaining
What are two
different
equations with
the same solution
as 3(y – 1) = 8?
Asking students to show work and explain can be informative, but it isn’t the only way to assess conceptual understanding and can become tiring for students.
+Applications should be motivating for students
+Shift Three: Rigor Equal intensity in conceptual understanding, procedural skill/fluency, and application
Discuss:
How can assessing all 3 aspects of rigor affect student learning? (through tests, HW problems, exit tickets)
What does it currently look like when you ask students to work on procedural skill and fluency, conceptual understanding or application?
+ Processing the Shifts: Reflection—Leadership of Self and Others
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Math ShiftsWhat is this shift?
Why is this a shift from our current reality?
Opportunities Challenges
Focus: Focus strongly where the Standards focus.
Coherence: Think across grades, and link to major topics within grades.
Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application with equal intensity
+Lunch
Please be back at 1:15pm
+Heritage article—Leadership of Self and Others
Divide up each of the Shifts in Mathematics
Read the article and consider how the “Fundamentals of Learning” supports the shift: Focus strongly where the standards focus Coherence: Think across grades and link to major topics
within grades Rigor: In major topics, pursue with equal intensity:
Conceptual understanding Procedural skill and fluency Application
Discuss your connections with your group
+Quick Review
3 ShiftsFocus Coherence Rigor
3 content ways to group clusters
Major Supporting Additional
We may need to change how we do business
+Self assessment—Leadership of Self
Focus Coherence Rigor Take a few moments to reflect on your
confidence to implement the 3 CCSS Math shifts in your own classroom.
We will revisit your thoughts on this at the end of the year
+Considering our Students
Setting the Baseline Task
PURPOSE: The Fellows will use a formative assessment cycle that will support change in practice and experiences students have with the mathematics. –Leadership of Self
With our focus on formative assessment we will use a baseline task to examine student ideas through the lens of content and the mathematical practices. This will be operationalized through the content clusters
and SBAC Claim 3.
This task will be re-examined at the end of the year to explore student growth
+ Assessment Claims for Mathematics
“Students can demonstrate progress toward college and career readiness in mathematics.”
“Students can demonstrate college and career readiness in mathematics.”
“Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”
“Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”
“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”
“Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”
Overall Claim (Gr. 3-8)
Overall Claim (High School)Claim 1
Concepts and Procedures
Claim 2
Problem SolvingClaim 3
Communicating Reasoning
Claim 4
Modeling and Data Analysis
Claim 3 – Communicating Reason
A. Test propositions or conjectures with specific examples.
B. Construct, autonomously, chains of reasoning that justify or refute propositions or conjectures.
C. State logical assumptions being used.
D. Use the technique of breaking an argument into cases.
E. Distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in the argument—explain what it is.
F. Base arguments on concrete referents such as objects, drawings, diagrams, and actions.
G. Determine conditions under which an argument does and does not apply.
Claim 3: Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.
+Making Sense of the Task
Complete the task as though you are a student so that you can think about misconceptions that might arise.
Discuss:
What knowledge do your students need to have to be successful on this task?
+Connecting it to the rubrics
Content Cluster Rubric Focuses on a specific cluster for the task
SBAC Achievement Level Descriptor Rubric Focuses on Claim 3 broadly
Review the rubrics and consider what a response might look like based on the task you completed.
+Anchoring Yourself in Student Work Look at the 3 anchor papers associated with
your task. Discuss as a group: What Content Cluster score does this student
demonstrate? What SBAC ALD score does this student
demonstrate?
What considerations does this illuminate for your students?
Review the official scores for your papers and annotated notes. What further clarification do you need?
+Administering the Tasks Cold—Leadership of Self
These tasks will be used as a baseline
Please do not give any prior instruction, it is very important that your students demonstrate what they know at this time
This data will be used as a baseline—it is more important that your students grow from this baseline, than do well at this first administration.
K-1 should read the task for the students and accept dictation as answers if needed.
+Focusing on Student Learning Protocol—Leadership of Self, Others, and the Extended Learning Community Review the protocol
Prior to our second meeting please: Administer the task to your students “cold” Tally the Content Cluster and SBAC ALD rubric results Consider the Implications for teaching
Email to Heather and Bring back Your students scores in Content and Claim 3 Your implications for teaching
+Break
+Adult Learners—Leadership of Others
Consider the differences between children and adults as it relates to their learning
Think about what you need as an adult learner
+Give one Get one—Leadership of Others
Write down one strategy that helps you or that you use with adult learners.
Stand up and share your strategy with 5 other people in the room not at your table. Person with the longest hair goes first
+Learning Research says PD usually is:
Not learner centered
Not knowledge centered
Not community centered
Common Ground
Use of protocol for Give one Get one
Provide opportunities for continued contact—intentional meetings throughout the year
+Leadership—of Self and Others
Read 7 principles of the Instructional Core
Identify two ideas that will impact what you will do this year
Post them to http://padlet.com/wall/pobpjw5qeo
Take a few minutes to read other’s thoughts and discuss as a table group.
+Focusing Together—Leadership of Others and in the Extended Community
What is your focus? Please rank from 1 to 4 the following: (1 being the most desired, 4 being the least desired)
Work on Rich Tasks
Write common/benchmark assessments
Look at instructional materials
Improve classroom practiceInstruction
al Core
Student
ContentTeacher
+Resources
Website:
http://tnl.esd113.org/Page/1878
OR
http://tnl.esd113.org/commoncore
+Envisioning the Year—Leadership of Others and in the Extended Community Take a few moments to consider your year and your
role as a CCSS-M Fellow
Describe what you think your big picture will be
Talk with your group for ideas
Focus on what you will do between now and December 4 3 Shift Protocol Learning Forward Article Baseline Task Protocol Give One, Get One (can be used with instructional
strategies) Instructional Core Article (content and/or uses for padlet)
+See you at 9:00 am on December 4th Remember to:
• Implement your plan• Deliver the baseline task cold• Gather your data and implications for teaching
Email to Heather before Dec 4th: Your “Leading Professional Learning Plan” Your Baseline Task Scores
Clock Hours—register for Course ID 46611