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July 2016

Focus & Within Grade Coherence in Grades K-2. July 2016. We know from experience the hard work teachers face every day as they strive to help their students meet the challenges set by higher standards.

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July 2016

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  1. Focus & Within Grade Coherence in Grades K-2 July 2016

  2. We know from experience the hard work teachers face every day as they strive to help their students meet the challenges set by higher standards. We are a team of current and former classroom teachers, curriculum writers, school leaders and education experts who have worked in the public, private and nonprofit sectors. We are dedicated to empowering teachers by providing free, high-quality standards-aligned resources for the classroom, the opportunity for immersive training through our Institutes, and the option of support through our website offerings.

  3. FOCUS IN GRADES K-2Introduction: Who I Am • Name 1 • Name 2 Insert photo Insert photo

  4. FOCUS IN GRADES K-2Introduction: Who You Are Raise your hand if… • you are a math teacher • you are a math teacher coach • you hold a different role • you teach in a district school • you teach in a charter school • you teach or work in a different type of school or organization

  5. FOCUS IN GRADES K-2Icebreaker Share with the people at your table: • Where are you from? • What do you do? • What gets you up in the morning? No, seriously, why do you do this work? • Look at the cluster headings on your table. As a group, decide which three clusters would you spend the most time teaching and why.

  6. FOCUS IN GRADES K-2The Shifts 1. Focus strongly where the Standards focus 2. Coherence: Think across grades, & link to major topics within grades 3. Rigor: in major topics pursue: conceptual understanding, procedural skill and fluency, and application with equal intensity.

  7. FOCUS IN GRADES K-2This Week “Do the math” Connect to our practice

  8. FOCUS IN GRADES K-2 We Will… • Go deeperon standards and shifts and see how they play out in curriculum and instruction • Examine standards-aligned resources • Do a lot of math problems • Think about how what we are learning impacts what we will do in school

  9. FOCUS IN GRADES K-2 Data Collection at Standards Institute Data Collection Analysis Pre-survey (10-15m) Knowledge Facilitators Immediate adjustment: Content Facilitation Operation Daily survey (5-10m) Feedback Knowledge Institute team

  10. FOCUS IN GRADES K-2Norms That Support Our Learning • Take responsibility for yourself as a learner • Honor timeframes (start, end, activity) • Be an active and hands-on learner • Use technology to enhance learning • Strive for equity of voice • Contribute to a learning environment in which it is “safe to not know”

  11. FOCUS IN GRADES K-2Today • Morning: Focus in Grades K-2 • Afternoon: Focus and Within Grade Coherence in Grades K-2

  12. FOCUS IN GRADES K-2Morning Objectives • Participants will be able to clearly define the “Focus Shift” and explain why a focused curriculum will lead to greater student success. • Participants will be able to describe the structure of the Standards in terms of standards, clusters, and domains. • Participants will be able to explain what major, supporting and additional designations mean in terms of instructional time/attention and complementary relationships among standards. • Participants will be able to classify clusters within their grade as major, supporting, or additional using SAP’s “Where to Focus” guides as a resource and explain the classification.

  13. FOCUS IN GRADES K-2Morning Agenda • Framing the Challenge • Understanding Focus • Major, Supporting, and Additional Content • Connect to Practice: Evaluate a Scope and Sequence

  14. FOCUS IN GRADES K-2Framing the Challenge

  15. FOCUS IN GRADES K-2A Call for Focus “A focused, coherent progression of mathematics learning, with an emphasis on proficiency with key topics, should become the norm in elementary and middle school mathematics curricula. Any approach that continually revisits topics year after year without closure is to be avoided. By the term focused, the Panel means that curriculum must include (and engage with adequate depth) the most important topics underlying success in school algebra…Improvements like those suggested in this report promise immediate positive results with minimal additional cost.” - National Mathematics Advisory Panel

  16. FOCUS IN GRADES K-2Focus in the Standards The Common Core calls for greater focus in mathematics. Rather than racing to cover many topics in a mile-wide, inch-deep curriculum, the standards ask math teachers to significantly narrow and deepen the way time and energy are spent in the classroom. This means focusing deeply on the major work of each grade.

  17. FOCUS IN GRADES K-2Why Focus? This focus will help students gain strong foundations, including a solid understanding of concepts, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the classroom.

  18. FOCUS IN GRADES K-2Quick Review Domain Grade Level Cluster Standard

  19. FOCUS IN GRADES K-2Where to Focus?

  20. FOCUS IN GRADES K-2Focus by Grade Level This shows where students and teachers should spend the large majority of their time in order to meet the expectations of the Standards. • Not all content in a given grade is emphasized equally in the Standards. • Some clusters require greater emphasis than others based on the depth of the ideas, the time that they take to master, and/or their importance to future mathematics or the demands of college and career readiness. • More time in these areas is also necessary for students to meet the Standards for Mathematical Practice. • To say that some things have greater emphasis is not to say that anything in the Standards can safely be neglected in instruction. Neglecting material will leave gaps in student skill and understanding and may leave students unprepared for the challenges of a later grade.

  21. FOCUS IN GRADES K-2Focus by Grade Level • Major clusters are the highest priority. • Supporting clusters are designed to support and strengthen areas of major emphasis. • Additional clusters may not connect tightly or explicitly to the major work.

  22. FOCUS IN GRADES K-2Focus by Grade Level Protocol – Major Work • Read the Focus document for your grade(s). • Identify the major work for your grade(s). • Identify the major work for the other grades in this gradeband. • Identify themes for major work across this gradeband. Bonus • Identify the themes for major work in Grades 3-5 and 6-8. • What do these themes mean for the major work in K-2? • What changes, if any, would you make to the three clusters you chose to prioritize in the icebreaker?

  23. FOCUS IN GRADES K-2Focus by Grade Level Protocol – Supporting Work • Identify the supporting work for your grade(s). • Do the Math – identify the standard. • Discuss how this standard supports major work.

  24. FOCUS IN GRADES K-2 Supporting in Grade K • Sort and Count 1 • You will need sorting cards or items, for example: colors, shapes, animals, foods, etc. Cards should be able to be sorted multiple ways (example, foods could be sorted by color, then sorted by fruit vs. veggie vs. grain). Another example is animals could first be sorted by pet vs. wild animal vs. farm animal and next be sorted by number of legs and finally be sorted by furry animals/skin animals/scale animals. • First have students look at the cards and decide two or three different ways to sort. Next each student can randomly choose a card or item. Then when all class has one, they sort themselves into categories according to color, shape, type of animal or food they have. • Then the teacher can ask the questions: • “Which group has the most?” • “Which group has the least?” • “Do any groups have the same number?” • The students count the groups and answer the teacher’s questions. K.MD.B.3

  25. FOCUS IN GRADES K-2 Supporting in Grade 1 1.MD.C.4

  26. FOCUS IN GRADES K-2 Supporting in Grade 2 2.MD.D.10

  27. FOCUS IN GRADES K-2 Focus in K-2 • Connection to practice: • What are the common threads in the major work in grades K-2? • What impact do the focus documents have on your role? • Why does a focused curriculum will lead to greater student success?

  28. Lunch 12:00-1:00

  29. FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2Today • Morning: Focus in Grades K-2 • Afternoon: Focus and Within Grade Coherence in Grades K-2

  30. FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Afternoon Objectives • Participants will be able to explain what major, supporting and additional designations mean in terms of instructional time/attention and complementary relationships among standards. • Participants will be able to clearly define within grade coherence and be able to identify and describe connections between clusters in their grade. • Participants will be able to evaluate a sample scope and sequence for focus and within grade coherence by: • verifying that all concepts and skills relate to grade-level standards; • determining the amount of time spent on major, supporting, and additional work; and • identifying at least 3 connections between major, supporting, and additional work.

  31. FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Afternoon Agenda • Deeper Dive: Major Work • Coherence Within the Grade • Connect to Practice: Evaluate a Scope and Sequence

  32. FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Digging in to Major Work Protocol: • Do the math – 2 tasks per grade. • Identify the standard and why the task aligns. • Discuss the alignment with a partner at your table.

  33. FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Major Work – Grade K K.OA.A.2 Sam bought 8 pieces of fruit at the farmers’ market. He loves apples and oranges, so he bought some of each. • Draw a plate and show his fruit on the plate. Don’t lose any! • Show your work to your friend. Does his/her plate look the same? • Make a number bond and number sentence about your picture.

  34. FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Major Work – Grade 1 1.OA.A.1 Eva has 6 marbles in her hand and 8 in her pocket. • Two students draw the pictures below to find out how many marbles Eva has. Label their drawings with P and H for Pocket and Hand. Write a number sentence to go with each drawing. • Show two ways to find the number of Eva’s marbles that show how to make ten. Write a number sentence for each. • Jerry has 4 marbles in his pocket and 10 in his hand. Explain how it is that Jerry and Eva have the same number of marbles. Use words, math drawings, and numbers.

  35. FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Major Work – Grade 2 2.OA.A.1 A pencil costs 59 cents, and a sticker costs 20 cents less. How much do a pencil and a sticker cost together?

  36. FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Coherence Within the Grade

  37. Within Grade Coherence: Coherence is built into the standards for each grade through the utilization of complementary topics to support and reinforce a major topic in a grade. This also increases focus in the grade.

  38. FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Task Analysis Protocol: • Do the math – 2 tasks per grade. • Identify the standards and why the task aligns. • Discuss why this connection is important to show to students.

  39. FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2Grade K K.CC.B.5 and K.NBT.A.1 • How many cubes are there? • Separate 10 cubes into a group. • Write 17 as a number bond using 10 ones as one of the parts. • Write an addition sentence to match your number bond. • How are your number bond and your addition sentence the same?

  40. FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Grade 1 1.NBT.C.5 and 1.NBT.B.2

  41. FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Grade 2 2.NBT.A.1 and 2.NBT.A.3 1. 127 is a number. • Write it as a sum of 100's, 10's, and 1's. • Write its name in words. • Draw a picture to represent the number. • Locate it on the number line. 2. 500 + 60 + 8 is a number. • Write it as a three-digit number. • Write its name in words. • Draw a picture to represent the number. • Locate it on the number line.

  42. FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Reflection In what ways will the discussion on focus and within grade coherence impact what you do in school?

  43. Break

  44. FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Connect to Practice “A focused, coherent progression of mathematics learning, with an emphasis on proficiency with key topics, should become the norm in elementary and middle school mathematics curricula. Any approach that continually revisits topics year after year without closure is to be avoided. By the term focused, the Panel means that curriculum must include (and engage with adequate depth) the most important topics underlying success in school algebra…Improvements like those suggested in this report promise immediate positive results with minimal additional cost.” - National Mathematics Advisory Panel

  45. FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Connect to Practice • How do we know if our curriculum is focused and coherent? • What is the Focus criteria? • What is the Coherent criteria?

  46. FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Connect to Practice Focus criteria • Focus on grade-level standards • Appropriate emphasis on major work Coherence criteria • Complementary topics support and reinforce a major topic • Supporting work integrated with major work

  47. FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Evaluate a Scope and Sequence Look at the scope and sequence or curriculum map that you brought with you today. • Does the scope and sequence appropriately focus on grade-level standards andfocus on major content? What evidence do you have? • Does the scope and sequence appropriately reflect the idea of within grade coherence? What evidence do you have?

  48. FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Evaluate a Scope and Sequence Look at the scope and sequence or curriculum map that you brought with you today. • Does the scope and sequence appropriately focus on grade-level standards andfocus on major content? What evidence do you have? • Does the scope and sequence appropriately reflect the idea of within grade coherence? What evidence do you have? Further reflection: • How will the focus shift impact your work with creating and/or coaching around scope and sequences? • How will within grade coherence impact your work with creating and/or coaching around scope and sequences?

  49. Feedback • Please fill out the survey located here: www.standardsinstitutes.org • Click “Summer 2016” on the top of the page. • Click “Details” on the center of the page.

  50. FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Reference List Image Credits (Flickr): Slide 28: “Lunch” by George Redgrave; Slide 36: “Coiled Rope” by Danny Fowler; Slide 37: “Nice” by Rodrigo Soldon; Slide 43: “Latte Art Smile” by Brainy J

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