company logo welcome welcome high school mathematics educators
TRANSCRIPT
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Company
LOGO
WelcomeHigh School Mathematics Educators
Day 1-Afternoon SessionEducator Effectiveness AcademySummer 2012
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Ice Breaker
Has ridden a horse
Graduated from Towson University
Shares your birthday month.
Drives an SUV.
Marci FryeMSDE
Has taught in more than one school system.
Can speak more than one language.
Likes comedies. Plays a musical instrument.
Write the name and school of a person who-
Enter a new name in each box.
Debby WardMSDE
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Content Teacher Session
Outcomes
High School Mathematics Teachers will:
Outcomes
High School Mathematics Teachers will:
1. Become familiar with the components of an MSDE Unit Plan.
1. Become familiar with the components of an MSDE Unit Plan.
2. Understand the value of each of the unit components.2. Understand the value of each of the unit components.
Day 1
Afternoon
3. Review lesson seeds through the lens of UDL.3. Review lesson seeds through the lens of UDL.
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Warm Up
Warm Up Outcome:
The participants will activate prior knowledge of the contents of the Maryland Common Core State Curriculum Framework documents.
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Warm Up
1. What information is found in the Maryland Common Core Curriculum Framework documents that were reviewed at last year’s EEA?
A. Content standards and clusters that define the content in a high school course
B. Essential Skills and Knowledge statements that help to clarify the standards
C. Standards for Mathematical Practice that describe student behaviors
D. All of the above
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Warm Up
Question #1-answer
D. All of the Above
Standards for Mathematical Practice
Essential Skills and Knowledge
Content Standards
Cluster Statement
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Warm Up
2. Which of the following statements about the Maryland Common Core Framework documents is false?
A. The framework documents provide a scope and sequence.
B. The high school framework documents reflect how the standards are arranged to form the units of a course.
C. The 3 high school framework documents specify which H.S. standards are taught in Algebra I, Geometry and Algebra II .
D. The high school framework documents were adapted from Appendix A of the Common Core State Standards for Mathematics.
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Warm Up
2. Which of the following statements about the Maryland Common Core Framework documents is false?
Answer
A. The framework documents provide a scope and sequence.
It will be up to local school systemsto decide on a scope and sequence.
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Warm Up
3. What does the star (★)shown after a high school standard indicate?
A. The standard is repeated several times in the course.
B. The standard represents additional mathematics students should learn to prepare for advanced courses.
C. The standard is a Modeling Standard.
D. The standard is an extension of a previously developed concept.
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Warm Up
3. What does the star (★)shown after a high school standard indicate?
Answer
C. The standard is a Modeling Standard.
Modeling is taught in relation to other standards and is woven throughout the high school curriculum.
Note: All standards with a (+) represent additional mathematics
students should learn to prepare for advanced courses.
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Warm Up
4. What does the first letter in the code for a high school standard represent?
A. The domain from which the standard is drawn.
B. The cluster from which the standard was drawn.
C. The conceptual category from which the standard was drawn.
D. The course from which the standard was drawn.
A.SSE.1
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Warm Up
4. What does the first letter in the code for a high school standard represent? Answer
C. The conceptual category from which the standard was drawn.
The first letter in each high school standard represents one of the Conceptual Categories into which all high school standards are divided.
Conceptual Categories• Number and Quantity• Algebra• Functions• Geometry• Statistics and Probability
A.SSE.1
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Warm Up
5. What do the letters in the middle of the code for a high school standard represent?
A. The domain from which the standard is drawn.
B. The cluster from which the standard was drawn.
C. The conceptual category from which the standard was drawn.
D. The course from which the standard was drawn.
A.SSE.1Seeing Structure in Expressions
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Warm Up
5. What do the letters in the middle of the code for a high school standard represent?
Answer A. The domain from which the standard is drawn.
Each conceptual category is divided into larger groups of related standards referred to as domains. Domains are subdivided into clusters which are smaller groups of related standards.
A.SSE.1Seeing Structure in Expressions
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MSDE Unit Component -Overview
Outcome:
The participants will become familiar with the components of an MSDE unit plan.
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Overview of
Unit Components
MSDE Unit Components
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Unit Plans Provide “One Stop Shopping”
Information in unit plans gathered from:Common Core State Standards for
MathematicsMaryland Common Core State
Curriculum FrameworksPARCC Content FrameworksAppendix A (High School) Current Maryland ToolkitRTTT ProjectsMaryland Educators
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Unit Component Categories
Big Picture
Build Understanding
Instructional Resources
PARCC Content Framework components
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Big Picture
Overview
Enduring Understandings
Essential Questions
Vertical Alignment
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Building Teacher Understanding
Teacher NotesPossible Student OutcomesPossible Organization of StandardsConnections to the Standards for
Mathematical PracticeContent Standards with Essential Skills
and Knowledge and ClarificationsVocabulary/Terminology/ConceptsCommon Misconceptions
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Instructional Resources
Model Lesson PlanLesson SeedsSample Assessment ItemsResourcesInterventions/EnrichmentsInterdisciplinary Connections
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PARCC Content Framework
Elementary• Examples of Key Advances from Grades K-8
• Discussion of Mathematical Practices in Relation to Course Content
• Fluency Recommendations
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MSDE Goals
By June 2012 – Two units per grade/courseBy June 2013 – Remaining units for each
grade/course2013 – 2014 – Add/edit/polish units
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Jigsaw Activity
Outcome
The participants will complete a jigsaw activity to become familiar with components of an MSDE
unit plan.
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JIGSAW
Count off 1-5
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Group 1 (pages 1-8)• Overview• Essential Questions• Enduring Understandings• Possible Student Outcomes
Group 2 (pages 9-14)• Possible Organization of
Standards• Connections to the
Standards for Mathematical Practice
Group 3 (pages 15-20)• Content Standards with
Essential Skills and Knowledge, Clarifications and Teacher Notes
Group 4 (pages 25-30)• Vertical Alignment• Common Misconceptions
Group 5 (pages 32-39)• Summary of Lesson Seeds• Resources• PARCC Components
Component Review Groups
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Unit Component
As the expert on this component, how will
you describe the contents to others?
How would the information from this component be
used by a teacher, school, or district?
Overview(page 1)
Provides summary of key topics along with key information about prior learning.
Teacher- Course OutlineSchool – Team PlanningDistrict- Curriculum Writing
Enduring Understandings
(page 2)Essential Questions(page 3)
Jigsaw Task-Expert Group
Sample Responses
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Group 1 (pages 1-8)• Overview• Essential Questions• Enduring Understandings• Possible Student Outcomes
Group 2 (pages 9-14)• Possible Organization of
Standards• Connections to the
Standards for Mathematical Practice
Group 3 (pages 15-20)• Content Standards with
Essential Skills and Knowledge, Clarifications and Teacher Notes
Group 4 (pages 25-30)• Vertical Alignment• Common Misconceptions
Group 5 (pages 32-39)• Summary of Lesson Seeds• Resources• PARCC Components
Component Review Groups
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•Move to new group•Share highlights of “Expert”
discussions
Expert Sharing
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Summary
MSDE Unit Plan
Does Provide
• Information to help build understanding of the new standards and how they fit together
• Instructional resources (under development)
Does NOT Provide• Scope and Sequence
• Daily lesson plans
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Break Time
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Unit Plan: In-Depth Review
Outcome
The participants will understand the value of the components of an MSDE unit plan.
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Unit Plan: In-Depth Review
Task
• Work with a partner to find the answers to the provided questions.
• Compare answers with another pair.
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Debrief of In-Depth Review of a Unit Plan
What was the answer to Question #2 and what is the value of this information?
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Debrief of In-Depth Review of a Unit Plan
What was the answer to Question #4 and what is the value of this information?
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Debrief of In-Depth Review of a Unit Plan
What was the answer to Question #8 and what is the value of this information?
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Summary
Each component of an MSDE Unit Plan provides important information about the new curriculum.
It is important as educators that we become familiar with the value of each component so we know where to find important information.
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Brain BreakB
rain
Bre
akB
rain B
reak
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Lesson Seeds
Outcomes
The participants will:• Become familiar with the format of an MSDE Lesson Seed.
• Examine lesson seeds searching for evidence of adherence to the Principles of UDL
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Lesson Seeds
MSDE “Lesson Seeds”Facts
• Created by Maryland educators
• Provide learning experiences that teachers may build lessons around.
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Lesson Seeds
DomainCluster Statement StandardPurpose/Big Idea:Materials:Description of how to use the activity:Guiding Questions:
MSDE Mathematics Lesson Seed “Template”
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Principles of UDL
3 Principles of UDL
Multiple Means of
Representation
Multiple Means of
Action and Expression
Multiple Means of
Engagement
The "what" of learning The "how" of learning The "why" of learning
Present information and content in different ways
Differentiate the ways that students can express what they know
Stimulate interest and motivation for learning
http://www.cast.org/udl/index.html
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Principles of UDL
http://udlwheel.mdonlinegrants.org/
Make a paper wheel: http://udlandopd.files.wordpress.com/2010/10/udl20diy20figure.pdf
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Think-Pair-Share /Lesson Seed Review
Think 1. How do the learning experiences described in the lesson seed support the development of :
• Mathematical Skills• Conceptual Understandings • Standard for Mathematical Practice
2. How do the learning experiences described in the lesson seed incorporate your assigned Principle of UDL?
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Lesson Seed Review
PairAll group members share insights to Question #1:• Mathematical Skills• Conceptual Understandings • Standards for Mathematical Practice
Mathematical Skills
Conceptual Understandings
Standards for Mathematical Practice
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Lesson Seed Review
Pair UDL Principle
#1UDL
Principle #2
UDL Principle
#3
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Lesson Seed Review
Share
Algebra I
Geometry
Algebra II
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Lesson Seed Review
Lessons should address
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Summary
WhiteName one of the conceptual categories into which the high school mathematics standards are divided.
RedName one Standard for Mathematical Practice.
BlueName a unit component that provides the “Big Picture” about the unit.
GreenName a unit component that contains information to help you Build Understanding.
YellowName your favorite ice cream..
OrangeName one Principle of UDL.
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Preparing forTuesday Afternoon Project
Project Choices
Power Point
Professional Development
Module
EnrichmentActivity
UDLActivity
Professional Development
Module
InterventionActivity
EnrichmentActivity
UDLActivity