welcome! new math teacher pd training august 7, 2013 st. joseph school district

Welcome!New Math Teacher

PD Training

August 7, 2013St. Joseph School District

Goals for Today

• Getting to know each other• Rigor/Relevance Framework• CAS/MLE & Curriculum components• BYOC & Curriculum Overview • Online Resources• Technology• Q & A

I Have Never!

Relationships, Rigor, Relevance

Tools to create meaningful change

TJ Mears - ICLE - leadered.com

Math Curriculum and Instruction Vision

http://www.youtube.com/watch?v=jRMVjHjYB6w

Rigor/Relevance/Relationships

• Relevance makes RIGOR possible, but only when trusting and respectful relationships among students, teachers, and staff are embedded in instruction. Relationships nurture both rigor and relevance.


Building Relationships

Secondary structures for building inclusion


Defining Relationships

The goal is to build a culture of trust and respect between ALL members of the classroom community.

The goal is not necessarily to build “friendships” or “person-to-person” relationships.

Relationship building requires work and ongoing planning (like a lifelong friendship).

GOAL – create a culture that values similarities and differences and accepts ALL responses as “productive”


Common Ground

Strategies outside of content:Ball Toss with Names

Share one thing about…

What you did this summer

Would you rather?

Etc.

During Instruction

Call on students within a group to share based on:

Person with…

Tallest/shortest person…

Etc..

Identify students to participate:Using birthdates

Etc..

Respect and Appreciation for Diversity

Most commonly done using topics in curriculum and during instruction. Examples may include:

Persuasive writing – have students select a topic based on beliefs and write.

Asking students if they agree or disagree with an answer or response

Etc…

RIGOR IS…RIGOR IS…Work that requires students to work Work that requires students to work at high levels of Bloomat high levels of Bloom’’s Taxonomy s Taxonomy combined with application to the combined with application to the

real world.real world.

TJ Mears - ICLE - leadered.comTJ Mears - ICLE - leadered.com

www.leadered.com

3 misconceptions of rigor3 misconceptions of rigor

•MORE – does not mean more MORE – does not mean more rigorous.rigorous.

•DIFFICULT – increased difficulty DIFFICULT – increased difficulty does not mean increased rigor.does not mean increased rigor.

•RIGID – RIGID – ““all assignments are all assignments are due by… no exception.due by… no exception.””


Dick JonesSenior

Consultantant ICLE

RIGOR


AssimilationAssimilationof knowledgeof knowledge

Acquisition Acquisition of knowledgeof knowledge

Thinking Thinking ContinuumContinuum

1.1. Knowledge (Remembering)Knowledge (Remembering)

2. Comprehension (Understanding)2. Comprehension (Understanding)

3. Application (Applying)3. Application (Applying)

4. Analysis4. Analysis (Analyzing) (Analyzing)

5. Evaluation (Evaluating)5. Evaluation (Evaluating)

6. Synthesis (Creating)6. Synthesis (Creating)

Cognitive ProcessCognitive Process

1.1. FactualFactual

2. Conceptual2. Conceptual

3. Procedural3. Procedural

4. Metacognitive4. Metacognitive

Knowledge ProcessKnowledge Process

Relevance

Why Do I Need To Know This??


misconceptions of Relevancemisconceptions of Relevance

•COOL – relevance doesnCOOL – relevance doesn’’t t exclusively mean what exclusively mean what the students do for the students do for ““funfun””

•EXCLUSIVE – relevance EXCLUSIVE – relevance without rigor does not without rigor does not ensure success.ensure success.


AcquisitionAcquisitionof knowledgeof knowledge

ApplicationApplicationof knowledgeof knowledge

Action ContinuumAction Continuum

Relevance


Application Application ModelModel

1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across 3. Application across disciplinesdisciplines

4. Application to real-world predictable 4. Application to real-world predictable situationssituations

5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations


PUTTING IT ALL TOGETHER


Rigor/Relevance Framework

• The Rigor/Relevance framework is a fresh approach to looking at curriculum standards and assessment. It is based on traditional elements of education yet encourages movement to application of knowledge instead of maintaining an exclusive focus on acquisition of knowledge.

• It is a “Tool” for educators to:• Assess• Create• Implement


Copyright Lucey, 2008

1

2

3

4

5

6

1 2 3 4 5

Rigor/Relevance Framework

Student Student WorksWorks

Teacher Teacher WorksWorks

Student Student ThinksThinks

Student Student Thinks and Thinks and

WorksWorks


1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.


Focus on InstructionFocus on Instruction

Brainstorming Brainstorming

*Cooperative Learning *Cooperative Learning

*Compare and Contrast *Compare and Contrast

Demonstration Demonstration

Guided Practice Guided Practice

*Inquiry *Inquiry

Instructional TechnologyInstructional Technology

LectureLecture

Note-taking/Graphic Note-taking/Graphic Organizers Organizers


MemorizationMemorization

Presentations/ExhibitionsPresentations/Exhibitions

Research Research

Problem-based LearningProblem-based Learning

Project DesignProject Design

Simulation/Role-playing Simulation/Role-playing

Socratic SeminarSocratic Seminar

*Teacher Questions *Teacher Questions

Work-based Learning Work-based Learning

Selection Selection of of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework


Selecting Strategies on Rigor/Relevance

Guided Practice

Lecture

Memorization

Best Strategies for Quadrant A - Acquisition



Cooperative Learning

Demonstration

Instructional Technology

Problem-based Learning

Project Design

Simulation/Role Playing

Work-based Learning

Best Strategies for Quadrant B - Application



Brainstorming

Inquiry Instructional Technology

Research

Socratic Seminar

Teacher Questions

Best Strategies for Quadrant C - Assimilation



Brainstorming

Cooperative Learning

Inquiry Instructional Technology

Presentations/ Exhibitions

Problem-based Learning

Best Strategies for Quadrant D - Adaptation

Project Design Research Simulation/Role-

playing Socratic Seminar Teacher Questions Work-based Learning


Curriculum Components

Performance Task – SBACA problem clustering a group of standards.

PT –cont.

Decision Tree

End in MindA problem to solve or engage for a specific standard.

Mary earns $175 a week plus 2% commission on each car she sells. What must be her total sales to bring her total income to $355?

Write the equation to the following graph

Oceanography Tonga Trench

The Tonga Trench in the Pacific Ocean is a Potential Source for a Tsunami, a large ocean wave generated by an undersea earthquake. The formula for a Tsunami’s speed s in meters per second is , where d is the depth of the ocean in meters.

Find the depth of the Tonga Trench if a Tsunami’s speed is 322 meters per second.

http://www.youtube.com/watch?v=0TgHhq0goac

Instructional strategies Instructional strategies Formative assessmentFormative assessmentsimple formatives (no simple formatives (no

paper)paper)complex formatives (on complex formatives (on

paper)paper)

Discussion Questions (how, why, what Discussion Questions (how, why, what if)if)

http://www.sjsd.k12.mo.us/Page/10226

http://www.sjsd.k12.mo.us/Page/10226

Common Core State Standards for Mathematics

©2012 Action Learning Systems, Inc.

CCSS video

http://www.commoncoreworks.org/domain/157

The “Unwrapping” Process

F-IF7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases

a. Graph linear and quadratic functions and show intercepts, maxima, and minima

Analyze functions using different representation

The “Unwrapping” Process

F-IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases

a. Graph linear and quadratic functions and show intercepts, maxima, and minima

Analyze functions using different representation

{{ {{Skills (Verb) – Bloom’s Level

Analyze

Graph

Show

Graph

Show

Concepts (Nouns)

Functions using different representations

Functions expressed symbolically

Key features of the graph, by hand in simple cases and using technology for more complicated cases

Linear and quadratic functions

Intercepts, maxima, minimaUnwrapping guide practice

4

3

3

3

2

1.

Make

sense

of

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ms

and

pers

erv

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in s

olv

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. A

ttend

to p

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sion

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2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4.4. Model with mathematicsModel with mathematics

5.5. Use appropriate tools Use appropriate tools strategicallystrategically

7. Look for and make use of 7. Look for and make use of

structure.structure.

8. Look for and express 8. Look for and express regularity in regularity in repeated repeated reasoning.reasoning.

REASONINGAND

EXPLAINING

MODELINGAND

USINGTOOLS

SEEINGSTRUCTURE

AND GENERALIZING

Standards for Mathematical Practice

Lesson Plan

Curriculum

BYOC – Overview

Online Resources

Q & A

Reflect – 1. What is something you are pleased about

or find useful.2. What is something

you are concerned about or wish was

available.

Summary• Without Relationships, Rigor and Relevance can not happen (as easily).

• Without Rigor we can not develop 21st Century learners.

• Without Relevance we can not engage our student to be active learners.

• 4th R – Reflection – Allow our students the opportunity to reflect on how and what they have learned either written or verbal.

“Motivation is a key aspect of achievement that we often ignore in math; it's the missing link," Schorr says. "We need to provide kids with conceptually challenging math problems in an emotionally safe environment, and the teacher plays a critical role in that. Kids can view frustration as an opportunity for success instead of an indication of failure, but that won't happen without teachers letting the students experience productive struggles." Edutopia Magazine 10/09

Best Wishes for a Wonderful New School Year.Your PD team is excited about your growth as teachers and helping you develop your student’s growth too.

welcome! new math teacher pd training august 7, 2013 st. joseph school district

Documents

rigor tj mears icle

works tj mears icle

productive tj mears

implement tj mears icle

instruction vision slide

application of knowledge

joseph school district

increased rigor