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CCMS Math Night

CCMS Math Night. February 20th, 2014. Why Change the Way We Teach?. ACT Report (Summer, 2013) “Most high school graduates who took the ACT tests this year are not prepared for college or even life, according to data released by the testing company.” (Phillip Elliott, 8/2013).

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CCMS Math Night

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  1. CCMS Math Night February 20th, 2014

  2. Why Change the Way We Teach? ACT Report (Summer, 2013) “Most high school graduates who took the ACT tests this year are not prepared for college or even life, according to data released by the testing company.” (Phillip Elliott, 8/2013). Only 44% of test takers met readiness benchmark.

  3. More Reasons Why – • On the 2013 National Assessment of Education Progress (NAEP) Mathematics Assessment, 64% of 8th graders performed below the proficiency level nationally. • U.S. is 31st in Performance in Mathematics as measured by Program for International Student Assessments (PISA).

  4. Even in Culver City – CCHS CST Scores

  5. PERCEPTIONS OF A FLAWED SYSTEM • Instructionally • Grading

  6. So Then What? • Common Core State Standards (CCSS) • Currently 45/50 states have adopted them, including California. • We will be formally assessed in the Spring of 2015 • For more info, go to: www.corestandards.org To take a look at the assessment they will be taking, go to: www.smarterbalanced.org

  7. COMMON CORE • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

  8. STANDARDS BASED GRADING Grades are a measurement of students' proficiency on well-defined course objectives. • Gives real meaning to grades. • Point systems that award tasks do not stand up to scrutiny. • Reduces over-quantification occurring in classes • Most importantly – teachers can use grades to understand and analyze student performance. • Teaches what quality looks like (does not reward substandard work). • Gives teachers a clearer metric for how effective they are.

  9. Enter the MLC… This is a collaborative partnership with Loyola Marymount University (LMU), Leonetti O’Connell Family Foundation, Louis L. Borick Foundation, and the Cotsen Foundation.

  10. CMAST (MLC) Goals and Values Goals:CMAST provides an apprenticeship and experiential model for professional development to transform math and science education. This is accomplished through the implementation of a Math and Science Teaching (MAST) System intentionally and strategically designed around student learning of mathematics and science in grades K through twelve. Our Values: Math and science as an exuberant way of life All students can learn and enjoy rigorous mathematics and science Positive, aggressive, and productive perseverance through obstacles Communicate and collaborate to innovate from within We embrace a growth mind-set versus a fixed mind set (Dweck, Carol)

  11. KEY COMPONENTS OF MLC FOCUS ON ACTIVE LEARNING Engage in rigorous mathematical tasks Learn the eight Mathematical Practices as a habit of mind Develop and strengthen a growth mindset Utilize their mathematics literacy to communicate Become part of the assessment process to advocate for their learning Assessment for learning

  12. Our Data! • This Year • 93% of our students earned a “C” or better first semester when compared to 88% the previous six semesters (+5%) 2013 35% “As” 37% “Bs” 21% “Cs” <1% “Fs” Previous 6 semesters 34% “As” 34% “Bs” 18% “Cs” 3% “Fs”

  13. What does Common Core Mathematics look like in the classroom?

  14. Students are actively engaged in mathematics.

  15. Students make sense of rigorous mathematical and real-world tasks.

  16. Students take notes that model mathematical thinking and concepts.

  17. Students write and talk about mathematics.

  18. Students reflect on and track progress in their learning.

  19. Students analyze mistakes to inform next steps.

  20. Students develop action plans based on their most recent demonstration of learning.

  21. Active Learning A process for deeper understanding

  22. What is Active Practice? • It is the opportunities for “active” learning experiences, in which students are asked to use ideas by writing and talking about them, creating models and demonstrations, and applying these ideas to more complex problems that require the integration of many ideas, have been found to promote deeper learning, especially when they are combined with reflective learning experiences.

  23. What does “Active Practice” look like in a classroom? • Active practice in the classroom: • Can be leveled for different types of learners • Gives immediate feedback to the student • Can be with partners or groups • Promotes risk taking with problems that are more complex • Students also have the opportunity to seek help from the teacher if the practice is not being productive (wrong answers) • This one on one conversion is critical to the learning process to obtain mastery

  24. What does “Active Practice” really look like?

  25. Homework • To self-evaluate mastery level – working alone • Assigned daily • Answers are often provided with assignment • Students reflect on what they learned from homework and what their next steps are for moving toward mastery.

  26. What is a “Quick Check”? Students independently demonstrate their mastery level of particular concept(s).

  27. Why do “Quick Checks”? • It provides feedback for students and teacher • Students record and keep track of their progress • Students reflect on error types to target improvement • Students use this information to determine next steps for moving towards mastery

  28. How is a “Quick Check” done? • During class time • Self-scored, peer-scored, or teacher-scored

  29. Assessment FOR Learning

  30. Assessment for Learning Now Then

  31. Assessment for LearningUnit Tests • Demonstration of Mastery on Essential Concepts • Cumulative and Concept-Based • Material on test is reflection of what has been practiced and learned in class • Scores replace previous unit test score

  32. Assessment for LearningTest Reflections

  33. Assessment for LearningOpportunities for Demonstration of Mastery • Students who score at a lower level of mastery than anticipated, will have the opportunity to defend their mastery on individual concepts according to teacher timeline and requirements

  34. Based on Research To ensure student success in CCSS Mathematics, teachers are working to design an active learning culture where their students…. • Engage in rigorous mathematical tasks (William Schmidt and Richard Houang), • Learn the eight Mathematical Practices as a habit of mind (Jo Boaler, David Foster, Brain research/ neuroscience), • Develop and strengthen a growth mindset (Carol Dweck), • Utilize their mathematics literacy to communicate (Alan Schoenfeld and George Polya), and • Become part of the assessment process to advocate for their learning (Rick Stiggins, Paul Black, Dylan William, Geoffrey F. Cohen, Linda Darling-Hammond).

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