LESSON-DESIGN ELEMENTS THAT REFLECT THE COLLEGE-AND CAREER-READY STANDARDS FOR MATHEMATICS AND THE STANDARDS FOR MATHEMATICAL PRACTICE.

CCRS IMPLEMENTATION TEAM

MEETING 2-SESSION #1

OUTCOMES Participants will: •Reflect on criteria used to evaluate lesson plans.•Determine criteria to assess a lesson plan that exemplifies a college- and career-ready lesson.•Understand how to incorporate the Standards for Mathematical Practice  to promote mathematical understanding.•Evaluate their individual lesson plans according  to specified criteria.

Standard 1: Content KnowledgeTo improve the learning of all students, teachers master the disciplines related to their teaching fields including the central concepts, important facts and skills, and tools of inquiry; they anchor content in learning experiences that make the subject matter meaningful for all students.

ALABAMA QUALITY TEACHING STANDARDS (AQTS)

Standard 2: Teaching and Learning To increase the achievement of every student, teachers draw upon a thorough understanding of learning and development; recognize the role of families in supporting learning; design a student-centered learning environment; and use research-based instructional and assessment strategies that motivate, engage, and maximize the learning of all students.

ALABAMA QUALITY TEACHING STANDARDS (AQTS)

Standard 5: ProfessionalismTo increase the achievement of all students, teachers engage in continuous learning and self-improvement; collaborate with colleagues to create and adopt research-based best practices to achieve ongoing classroom and school improvement; and adhere to the Alabama Educator Code of Ethics and federal, state, and local laws and policies.

ALABAMA QUALITY TEACHING STANDARDS (AQTS)

AS PROFESSIONALS, WE SHOULD TAKE OWNERSHIP OF OUR PROFESSIONAL GROWTH AND CONTINUED IMPROVEMENT

“The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important ‘processes and proficiencies’ with longstanding importance in mathematics education.”

(CCSS, 2010)

STANDARDS FOR MATHEMATICAL PRACTICE

“The Mathematical Practices are unique in that the standards describe how teachers need to teach to ensure their students become mathematically proficient.”

“We were purposeful in calling them standards because then they won’t be ignored.”

Bill McCallum

Essential Characteristics

Teaching Methods

Examples of What Students Will Be Doing

Non-examples of What Students Will Be Doing

Standards for Mathematical

Practice

• Work with a table group on one of the Standards for Mathematical Practice.

• Create a Frayer Model Poster connecting student actions and teacher actions.

CREATE A FRAYER MODEL POSTER

STANDARDS FOR MATHEMATICAL PRACTICE

• Not “Problem Solving Fridays”• Not “enrichment” for advanced students• Most lie in the process of arriving at an

answer, not necessarily in the answer itself• Every lesson should seek to build student

expertise in Content and Practice standards

WHAT MAKES AN EXEMPLARY LESSON?

COMPONENTS OF AN EXEMPLARY LESSON

• The lesson targets grade level mathematics standards and identifies specific standards?

• Selected standard(s) for mathematical practice relate directly to the learning target.

• Includes multiple forms of assessment for learning.

• The lesson presents a balance of mathematical procedures and deeper conceptual understanding of mathematical ideas and concepts.

CONCEPTUAL UNDERSTANDING AND PROCEDURAL FLUENCY

According to Skip Fennell (2012), understanding involves conceptual understanding and procedural fluency; conceptual understanding must precede procedural fluency

BEGIN- WITH THE END IN MIND

What are you planning to teach?1.What is it that a student should know at the end of the UNIT?2.How will you know if they’ve learned it?3.What will you do if they don’t learn it?4.What will you do if they already know it?

REFLECTION

• What are the most important components of an exemplary K- 5 math lesson? How will this information help teachers?

• What information from this session is important for teachers to know? How should they be informed?