280 likes | 430 Vues
Shifting to the Common Core State Standards for Mathematics Day 2 Summer Institute 2012. NCDPI Curriculum and Instruction and Educator Recruitment and Development. Welcome Back! Accessing Materials. Open Wiki : http://www.ncdpi.wikispaces.net/
E N D
Shifting to the Common Core State Standards for MathematicsDay 2Summer Institute 2012 NCDPI Curriculum and Instruction and Educator Recruitment and Development
Welcome Back!Accessing Materials • Open Wiki: http://www.ncdpi.wikispaces.net/ • On the mathematics page,scroll down to “Professional Development” on the left navigation bar and select “2012 Statewide CCSS PD”. • Click on “Summer Institute 2012 6 – 12” and minimize the agenda. • Complete the “What’s the Area?” problem.
Norms • Listen as an Ally • Value Differences • Maintain Professionalism • Participate Actively http://thebenevolentcouchpotato.wordpress.com/2011/11/30/norm-peterson-bought-the-house-next-door/
Breaks Parking Lot cc: Microsoft.com Technology Session Materials cc: Microsoft.com cc: Microsoft.com
What’s the Area? A square piece of paper is folded in half to form a rectangle with a perimeter of 12 cm. What is the area of the original square? Not drawn to scale
Our Goals • Know the three shifts -- focus, coherence and rigor. • Understand the importance of focus for the coming year • Develop plans to ensure all NC teachers know the major work (“focus”) of their grade or course. • Plan your time, money, and effective PD around the major focus of your grade or course.
Our Goals • Establish how the three shifts address these questions: • What do we want students to know and be able to do? • How can we ensure that all children have the opportunity to learn? • What do you do if they don’t know it? • What do you do if they know it? • Experience instruction that will support learning for all students. • Identify strategies used to support diverse learners.
How can the Exploration Stations meet the needs of all students? cc: Microsoft.com
Reflection • What specific plans have you developed for implementation of the major work of your grade or course? • What questions or concerns remain? cc: Microsoft.com
How will we know when they know it? Data Literacy • What types of data other than EOG and EOC data do you use? • How do you use this data?
How will we know when they know it? In your groups, solve “Percent Dilemma”. • Determine the mathematical expectations necessary for the student to meet the standard(s). Use the protocol provided to examine the student work samples. Be prepared to share your table’s thoughts with the whole group. cc: Microsoft.com
Teaching Standard Reflection • Go to NC Professional Teaching Standards document: NCEES Teacher Rubric • Identify the professional teaching standards and elements that relate to the work we’ve completed today.
Three Mathematical Shifts Focus What do we want students to know and be able to do? Coherence How will we know when they know it? What will we do when they don’t know it? Rigor What will we do when they know it?
What Is Rigor? • Conceptual Understanding: • Beyond mnemonics or discrete procedures • Problem-Based • Apply math in new situations • Speak/Write about their understanding • Procedural Skill & Fluency: • Opportunities to practice core functions to increase speed & accuracy in calculations • Application: • Use math in “real world” situations • Choose the appropriate concept for application
RIGOR Conceptual Understanding Application Skills and Procedures
“Rigorous Responses” “These standards are expecting that we just teach rote memorization. Seems like a step backwards to me.” In your groups, discuss ways to respond to the given comment. “Why do we need to have them explain their thinking. All we really care about is the one right answer.” “They need to memorize their fact before they can solve a ‘real world’ problem” “You can’t assess understanding!”
“Summing” It Up Focus What do we want students to know and be able to do? Coherence How will we know when they know it? What will we do when they don’t know it? Rigor What will we do when they know it?
Five – Three – One At your tables, • Discuss and record5key ideas for focus • Discuss and record 3 key ideas for coherence • Discuss and record 1 key idea for rigor. cc: Microsoft.com
Five – Three – One Focus What do we want students to know and be able to do? Coherence How will we know when they know it? What will we do when they don’t know it? Rigor What will we do when they know it?
RttT Evaluation from the Friday Institute • Post-Institute evaluation will be emailed within the next 10 days.
Reflection • Go To: http://www.socrative.com/
Drawing for Door Prize Provided by
Boiler Plate Disclaimer • The digital tools used during the course of the NCDPI Summer Institute 2012 have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the Summer Institute.