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ADAPTING CURRICULUM MAPS (GEOMETRY)Introduction: 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 • you teach monolingual students • you teach bilingual or multilingual students
ADAPTING CURRICULUM MAPS (GEOMETRY)Norms That Support Our Learning • Take responsibility for yourself as a learner. • Honor timeframes (start, end, and 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.” • Identify and reframe deficit thinking and speaking.
ADAPTING CURRICULUM MAPS (GEOMETRY)Sessions Today and Tomorrow • Today • Morning: Adapting the Geometry Curriculum Map • Afternoon: Intro to Module 1 • Adaptation and Equitable Instruction • Module Assessments • Basic Constructions (Topic A) • Tomorrow • Morning:Adapting and Teaching Lessons • Unknown Angles (Topic B) • Transformations/Rigid Motions (Topic C)
ADAPTING CURRICULUM MAPS (GEOMETRY)Morning: Adapting the Geometry Curriculum Map • Participants will be able to • analyze a curriculum map through the lens of the standards and shifts. • describe ways of adapting a curriculum map for students below grade level.
ADAPTING CURRICULUM MAPS (GEOMETRY) Equity Equity is engaging in practices that meet students where they are and advances their learning by giving them what they need. It’s about fairness, not sameness. Equity ensures that all children—regardless of circumstances—are receiving high-quality and Standards-aligned instruction with access to high-quality materials and resources. We want to ensure that Standards-aligned instruction is a pathway to the equitable practices needed to close the gaps caused by systemic and systematic racism, bias, and poverty. All week, we will explore our learning through an equity lens, and we will capture those moments visibly here in our room. 11
ADAPTING CURRICULUM MAPS (GEOMETRY)I. Curriculum Map Scavenger Hunt! • You’ll look at • the curriculum map for the year, • titles of each module, • the standards associated with each module, and • (if time) lessons and assessment items in Modules 1 and 2.
ADAPTING CURRICULUM MAPS (GEOMETRY)Scavenger Hunt! • 1. Scope and Sequence (Module Titles and Overview Pages): • How many modules focus on major work? • How many days of instruction is this? • What percent of the instructional year is this? • 2. Name all modules that include major and supporting content together. • 3. Name all modules that emphasize additional content.
ADAPTING CURRICULUM MAPS (GEOMETRY)From the Appendix to Publisher’s Criteria • “The natural distribution of prior knowledge in classrooms should not prompt abandoning instruction in grade level content, but should prompt explicit attention to connecting grade level content to content from prior learning. To do this, instruction should reflect the progressions on which the CCSSM are built…. Much unfinished learning from earlier grades can be managed best inside grade level work when the progressions are used to understand student thinking.”
ADAPTING CURRICULUM MAPS (GEOMETRY)Adaptation Process: Scope and Sequences Use the progressions to identify prerequisite standards from prior grades for all units. Strategically integrate instruction on prerequisites as needed. + X.1, Y.2 + X.1, Z.5 + X.1, Z.5 + Z.2 + X.3 + X.1, Y.5 + X.4, Y.5, Z.6 X = Grade Below Y = 2 Grades Below Z = 3 Grades Below Consider expanding focus on major content where necessary. Major Content Major Content Major Content
ADAPTING CURRICULUM MAPS (GEOMETRY)Adaptation Process: Units and Lessons Consider adding additional lessons that address prerequisite content where necessary and appropriate. The prerequisite standards we associate with each unit allow us to adapt lessons and add additional lessons. 7 6 5 3 2 4 1 • Adapt lessons to include prerequisite content in the context of grade-level objectives.
ADAPTING CURRICULUM MAPS (GEOMETRY)Now You Try: Adaptation • At your tables: • Look for two modules in Geometry that you might spend more time on. Why these modules? • What, in your experience, will students struggle with related to that content? • What are the prerequisite standards you'd use to adapt those modules?
INTRO TO MODULE 1 (GEOMETRY)Sessions Today and Tomorrow • Today • Morning: Adapting the Geometry Curriculum Map • Afternoon: Intro to Module 1 • Adaptation and Equitable Instruction • Module Assessments • Basic Constructions (Topic A) • Tomorrow • Morning:Adapting and Teaching Lessons • Unknown Angles (Topic B) • Transformations/Rigid Motions (Topic C)
INTRO TO MODULE 1 (GEOMETRY)Afternoon: Intro to Module 1 in Geometry • Participants will be able to • analyze curriculum through the lens of the standards and shifts. • use the lens of the Shifts and increased understanding of focus content to make appropriate curricular adaptations for students who lack prerequisite skills for grade-level work. • anticipate student misunderstandings and support them instructionally. • support students with differing needs to ensure equitable instruction for all students.
INTRO TO MODULE 1 (GEOMETRY)Afternoon: Agenda • Adaptation and Equitable Instruction • Assessing the Assessments • Exploring Lessons and the Sequence of Content for Topic A • Implications for Practice • What Are My Students’ Needs?: Coherent Content in Context, Purposeful Planning, Support for English Learners
A Shared Understanding: Task Complexity, Scaffolding, and Amplified Language INTRO TO MODULE 1 (GEOMETRY) Task complexity: the demands of the task, with regard to language, vocabulary, structure, and student direction. Scaffold: a temporary instructional practice used to amplify content based on need, as we move students toward independence. To amplifyin this context is to provide students with repeated opportunities to encounter and practice (through reading, writing, listening, and speaking) the language and content from multiple perspectives and activities in order to meet the conceptual/analytical grade-level demands.
INTRO TO MODULE 1 (GEOMETRY) Understanding Language • Directions: • Read Understanding Language: Design Principles 1–4 (p. 6–8). • Read your Mathematical Language Routine (beginning p. 9). • Share with your table: Purpose and one example of your routine. • Think about the routines that you discussed as a table. Which ones seem best suited for your students. Why? 33
INTRO TO MODULE 1 (GEOMETRY)Let’s “Do the Math” for Some Assessment Items Mid-Module Assessment: #2–#4 End-of-Module Assessment: #1 and # 2 EinestarreBewegung J der EbenenimmteinenPunkt A alsEingabe und gibt C alsAusgabe (d. H. J (A) = C). Ähnlichist J (B) = D für den Eingabepunkt B und den Ausgabepunkt D.
INTRO TO MODULE 1 (GEOMETRY)At Your Table: Assessing the Assessments • For each assessment item: • What standards are evident in this item and how do you know? • What aspects of rigor are highlighted in this item and how do you know? • Also consider: • Compare the mid-module assessment to the end-of-module assessment. How does learning progress across the module?
INTRO TO MODULE 1 (GEOMETRY)Sequence of Content • Do the exit tickets for Topic A. • Describethe sequence of content to your neighbor. Cite examples of rigor. • What are the expectations for prior knowledge/skills? • Where would you add supplementary lessons? On which standards?
INTRO TO MODULE 1 (GEOMETRY)Content in the Key Moment: Lesson 1 • What key concept(s) are being developed? • How does the opening example and discussion lead students to those concepts? • What about the task makes it rigorous? • What are the language demands of the task in relation to your students’ English language proficiency? • What Mathematical Language Routines could you incorporate?
INTRO TO MODULE 1 (GEOMETRY)Implications for Practice: Lesson 1 • What are students doing? Are they engaging in mathematical practices? • What is the teacher doing to facilitate and engage them with the content? • How would you adapt this lesson to meet student needs?
INTRO TO MODULE 1 (GEOMETRY)Other Parts: Lesson 1 • What additional ideas or skills do further examples elicit from students? • Which problems link most directly to those on the mid-module assessment? • How would you adapt these problems to meet student needs? • What are the language demands of the task in relation to your students’ English language proficiency? • What Mathematical Language Routines could you incorporate?
INTRO TO MODULE 1 (GEOMETRY)Content in the Key Moment: Lesson 2 • What key concept(s) are being developed? • How does the opening example and discussion lead students to those concepts? • What about the task makes it rigorous?
INTRO TO MODULE 1 (GEOMETRY)Implications for Practice: Lesson 2 • What are students doing? Are they engaging in mathematical practices? • What is the teacher doing to facilitate and engage them with the content? • How would you adapt this lesson to meet student needs?
INTRO TO MODULE 1 (GEOMETRY)Other Parts: Lesson 2 • What additional ideas or skills do further examples elicit from students? • Which problems link most directly to those on the mid-module assessment? • How would you adapt these problems to meet student needs?
INTRO TO MODULE 1 (GEOMETRY)At Your Table: Lessons 3–5 Content in the Key Moments: • What key concept(s) are being developed? • How does the opening example and discussion lead students to those concepts? • What about the task makes it rigorous? Implications for Practice: • What are students doing? Are they engaging in mathematical practices? • What is the teacher doing to facilitate and engage them with the content? • How would you adapt this lesson to meet student needs? • What Mathematical Language Routines could you incorporate for student’s with limited English language proficiency? Other Parts: • What additional ideas or skills do further examples elicit from students? • Which problems link most directly to those on the mid-module assessment? • How would you adapt or supplement these problems to meet student needs?
INTRO TO MODULE 1 (GEOMETRY)IV. Implications for Practice • Reflect on Topic A. What is the focus content, and how does instruction support student understanding of that content? • What are the essential student learningexperiences that support the focus content?
