CMI 2012 Designing CCSSM Systemic Curriculum: An Experience from the Field
Planning for Instruction Under CCSSM: Bridging to Algebra II
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Transcript of Planning for Instruction Under CCSSM: Bridging to Algebra II
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Planning for Instruction Under CCSSM: Bridging to Algebra II
Linda K. Griffith, Ph.D.University of Central Arkansas
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Quotes• “Wise men say only fools rush in…” ~Elvis
Presley• “Fools rush in where angels fear to tread.”
~Alexander Pope (essay in 1709)• “The whole problem with the world is that
fools and fanatics are always so certain of themselves and wiser people so full of doubts.” ~Bertrand Russell (1872-1970)
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Process vs. Product• The focus of today is to explore a
process for planning mathematics instruction in Bridge to Algebra II.
• The products that will be shown are only examples to show what products might emerge from the process.
• None of these products are complete and they have not been field tested.
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Grain SizePhil Daro, one of the authors of the CCSSM, talks about grain size and planning for instruction under CCSSM.
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Questions to Ponder• Why does mathematics not break
down into lessons size pieces?• What is Daro proposing to replace
common lesson planning?• What evidence is he using to support
his position?
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Focus and Coherence• Focus and Coherence is not promoted by a
checklist.• Focus and Coherence means you are working
on many related standards simultaneously and may not “finish” a standard in a unit.
• See page 3-4 of the CCSSM.
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Overarching Questions• What properties (operations, equality, figures, etc.) are we
using today? • Does this always work (under what conditions, etc.)? • What kind of representations (words, symbols, pictures,
graphs, tables) helped us to understand and record this? • How are the representations related?• How were composing and/or decomposing used today? • What conjectures did we add to our list today?• What conjectures have we proven or disproven today?
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Need a 3-D Model• Topics (across the top)• Time (down the side)• Units (shading) – require narrative
descriptions
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Resources for Planning• PARCC Model Content Frameworks• New Arkansas Bridging to Algebra II
Frameworks• Actual CCSSM Document• Other PARCC Documents
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Primary Resources• Developing Essential Understandings Series• Reasoning and Sense Making Series• Fostering Algebraic Thinking
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Keeping the FocusFunctions
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Process• Write unit descriptions including the glue in as
many units as possible.• For each unit read primary resources as first
step in unit planning.• Create summative assessment.• Select problems and tasks for the unit.
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Formative Assessment• Opening task or problem for each unit should
be a common formative assessment task.• Formative assessment strategies should be
used daily and instructional decisions should be guided by formative assessment findings.
• Common formative assessment task about 2/3 into the unit.
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Selecting Problems and Tasks• High Cognitive Demand• Relevant• Rigorous• Aligned with Standards for Mathematical
Practice
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InstructionWhat is our goal?
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Purposeful Pedagogy and Discourse Instructional Model
tinyurl.com/AR-PPDM-article
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Example LessonAnother Approach to Factoring