1 / 74

June 2017

Adapting Curriculum Maps & Intro to Module 1 Geometry. June 2017. ADAPTING CURRICULUM MAPS (GEOMETRY) Welcome Back!. ADAPTING CURRICULUM MAPS (GEOMETRY) Introduction: Who I Am. Name 1 Name 2. Insert photo. Insert photo. ADAPTING CURRICULUM MAPS (GEOMETRY) Introduction: Who You Are.

gayleo
Télécharger la présentation

June 2017

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Adapting Curriculum Maps & Intro to Module 1 Geometry June 2017

  2. ADAPTING CURRICULUM MAPS (GEOMETRY)Welcome Back!

  3. ADAPTING CURRICULUM MAPS (GEOMETRY)Introduction: Who I Am • Name 1 • Name 2 Insert photo Insert photo

  4. 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

  5. ADAPTING CURRICULUM MAPS (GEOMETRY)Thank You for Your Feedback! +

  6. ADAPTING CURRICULUM MAPS (GEOMETRY)Norms 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”

  7. ADAPTING CURRICULUM MAPS (GEOMETRY) This Week “Do the math” Connect to our practice

  8. ADAPTING CURRICULUM MAPS (GEOMETRY)Sessions Today and Tomorrow • Today • Morning: Adapting the Geometry Curriculum Map • Afternoon: Intro to Module 1 • Module Assessments • Basic Constructions (Topic A) • Tomorrow • Morning:Adapting and Teaching Lessons • Unknown Angles (Topic B) • Transformations/Rigid Motions (Topic C)

  9. 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.

  10. ADAPTING CURRICULUM MAPS (GEOMETRY)Morning Agenda • Curriculum Map Scavenger Hunt • Adapting a Curriculum Map

  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 • (If time) Lessons and assessment items in Modules 1 and 2

  12. 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.

  13. ADAPTING CURRICULUM MAPS (GEOMETRY)II. Adapting a Curriculum Map • What should our approach be if we have students who are not ready to access grade-level content?

  14. 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.”

  15. ADAPTING CURRICULUM MAPS (GEOMETRY)What We’re Trying to Avoid: “Blanket Review”

  16. ADAPTING CURRICULUM MAPS (GEOMETRY)Percentage of 8th Grade Math Lessons That Were Entirely Review, by Country (1999)

  17. 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

  18. 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.

  19. ADAPTING CURRICULUM MAPS (GEOMETRY)The 3 C’s Coherent Content inContext

  20. ADAPTING CURRICULUM MAPS (GEOMETRY)Coherent Content

  21. 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?

  22. Share Out

  23. SESSION 1 (111M): Rigor– Calibrating Common Core (6 – 8) BREAK Lunch

  24. INTRO TO MODULE 1 (GEOMETRY)Sessions Today and Tomorrow • Today • Morning: Adapting the Geometry Curriculum Map • Afternoon: Intro to Module 1 • Module Assessments • Basic Constructions (Topic A) • Tomorrow • Morning:Adapting and Teaching Lessons • Unknown Angles (Topic B) • Transformations/Rigid Motions (Topic C)

  25. 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.

  26. INTRO TO MODULE 1 (GEOMETRY)Afternoon: Agenda • Assessing the Assessments • Highlights from Topic A • Exploring Lessons and the Sequence of Content for Topic A • Implications for Practice

  27. INTRO TO MODULE 1 (GEOMETRY)I. Assessing the Assessments • What aspects of rigor are highlighted in these standards? • Bonus: What kinds of problems and tasks do you expect to see on the assessment?

  28. 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

  29. 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?

  30. II. Highlights from Topic A

  31. INTRO TO MODULE 1 (GEOMETRY)Topic A Overview

  32. INTRO TO MODULE 1 (GEOMETRY)Topic Highlight: Lesson 3

  33. III. Exploring Lessons and the Sequence of Content for Topic A

  34. 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?

  35. INTRO TO MODULE 1 (GEOMETRY)Digging Deep, Lesson by Lesson • Content and connections • Implications for practice • Key moments • Other parts

  36. 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?

  37. 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?

  38. 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?

  39. 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?

  40. 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?

  41. 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?

  42. INTRO TO MODULE 1 (GEOMETRY)At Your Table: Lessons 3–5 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? 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?

  43. IV. Implications for Practice

  44. 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? • How will you adapt or supplement this sequence of lessons to meet student needs?

  45. Knowledge Survey Post-Test

  46. ADAPTING AND TEACHING LESSONS IN MODULE 1 (GEOMETRY)Welcome Back!

  47. ADAPTING AND TEACHING LESSONS IN MODULE 1 (GEOMETRY)Thank You for Your Feedback! +

  48. ADAPTING AND TEACHING LESSONS IN MODULE 1 (GEOMETRY)Norms 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”

  49. ADAPTING AND TEACHING LESSONS IN MODULE 1 (GEOMETRY) This Week “Do the math” Connect to our practice

  50. ADAPTING AND TEACHING LESSONS IN MODULE 1 (GEOMETRY)Sessions Yesterday and Today • Yesterday • Morning: Adapting the Geometry Curriculum Map • Afternoon: Intro to Module 1 • Module Assessments • Basic Constructions (Topic A) • Today • Morning:Adapting and Teaching Lessons • Unknown Angles (Topic B) • Transformations/Rigid Motions (Topic C)

More Related