Post on 04-Jan-2016
description
Shifting to the Common Core State Standards for
MathematicsDay 2
Summer Institute 2012
NCDPICurriculum 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/
Parking Lot
Technology Session Materials
Breaks
cc: Microsoft.comcc: 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:1. What do we want students to know and be able to do?2. How can we ensure that all children have the opportunity to
learn?3. What do you do if they don’t know it?4. 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?
• What types of data other than EOG and EOC data do you use?
• How do you use this data?
Data Literacy
Looking at Student Work
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 ShiftsFocus
What do we want students to know and be able to do?
CoherenceHow will we know when they know it? What will we do when they don’t know it?
RigorWhat 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
ConceptualUnderstanding
Application
Skills and Procedures
“Rigorous Responses”In your groups, discuss ways to respond to the given comment.
“These standards are expecting that we just teach rote memorization. Seems like a step backwards to me.”
“Why do we need to have them explain their thinking. All we really care about is the one right answer.”
“You can’t assess understanding!”
“They need to memorize their fact before they can solve a ‘real world’ problem”
“Summing” It Up
FocusWhat do we want students to know and be able to do?
CoherenceHow will we know when they know it? What will we do when they don’t know it?
RigorWhat will we do when they know it?
Five – Three – OneAt your tables,
Discuss and record 5 key 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
FocusWhat do we want students to know and be able to do?
CoherenceHow will we know when they know it? What will we do when they don’t know it?
RigorWhat will we do when they know it?
RttT Evaluation from the Friday Institute
• Post-Institute evaluation will be emailed within the next 10 days.
Enter Room Number 36341
Join Room
Robin BarbourMiddle Grades Mathematics Consultant919-807-3841robin.barbour@dpi.nc.gov
Johannah MaynorHigh School Mathematics Consultant919-807-3842johannah.maynor@dpi.nc.gov
Mary KeelProfessional Development Lead Region 2252.725.2570mary.keel@dpi.nc.gov
Paul MarshallProfessional Development Lead Region 3919-225-0655paul.marshall@dpi.nc.gov
Gertrude Lyons-NewkirkDistrict and School Transformation919-gertrude.newkirk@dpi.nc.gov
Susan HartProgram Assistant919-807-3846susan.hart@dpi.nc.gov
Barbara BissellK – 12 Mathematics Section Chief919-807-3838barbara.bissell@dpi.nc.gov
DPI Contact Information
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.