Using the Michigan Focal Points to Guide Instruction and Assessment

Using the Michigan Focal Points

to GuideInstruction and Assessment

DACTM Annual Conference

November, 2009

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Introduction

Looking at the GLCE through a mathematical focus permits teachers to step back from treating the GLCE as a checklist and begin to develop a coherent curriculum that focuses on key mathematical ideas. This session will familiarize participants to the Focal Points and how they are used to guide the MEAP. MDE’s instructional framework will also be introduced and how it can work with the Focal Points to develop a curriculum vision in the classroom.

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Agenda

What are the Focal Points (curriculum)

How Focal Points guide MEAP design (assessment)

Focal Points and the MDE Re-imaging Effective Instruction Framework (instruction)

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What does a good mathematics curriculum look like?

A curriculum must be focused on important mathematics. “When instruction focuses on a small number of key

areas of emphasis, students gain extended experience with core concepts and skills. Such experience can facilitate deep understanding, mathematical fluency, and an ability to generalize”.

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What is a Focal Point?

Curriculum Focal Points Developed by NCTMRecommended content emphases for each grade

level

Michigan Focal PointsAligned our GLCE to NCTM Focal Points maintaining

as much of the NCTM wording as possible

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Focal Points vs. GLCE

Our GLCEs are the endpoints for learning whereas curriculum focal points are areas of instructional focus that “help students learn content that gives them a foundation for increasing their understanding as they encounter richer and more challenging mathematics”.

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Focal Points vs. GLCE

Focal Points

Curriculum and Instruction

Expectations

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The National Mathematics Advisory Panel

Benchmarks of the Critical Foundations of Algebra Identify those concepts taught in elementary and

middle school that lay the foundation for high school algebra

These are all similar to some of the focal points

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The Michigan Focal Points and the MEAP

The MEAP needs to reflect the curricular emphasis implied by the GLCE.

Current factors necessitating changes in MEAP design:Subject tests given on the same day instead of

over a 2-week window for test security reasons means a shortened test

Future core scheduled to be incorporated

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The solution was to change core and extended designationsEach test needs to have no more than 20 core

expectations which are tested with 2 items eachNASL stay NASLAll others are considered extended which are

tested with one item and sampled

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Connections

What about those topics that don’t align to a focal point?They are

• Laying groundwork for a big idea in a later grade, or

• Extending a focus from a previous grade, or

• Build relationships among content strands within a grade, or

• Connected to a topic in another subject area

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Instructional Implications

Help to design instruction around the question, “What are the most important ideas at my grade level?”

Prioritize uses of activities, assessments and other published materials

Support rich, deep appropriate mathematics for every student

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Re-Imagining Effective Instruction Framework (REIF)

Research-based instructional practicesPurposeImmediate and Long-Term GoalsMethodologyUser-Friendly Tool for Educators

RelevanceAlignment to the MI School Improvement

FrameworkNBPTS/MI Educator Standards

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Research Included

Education ResearchersProminent EducatorsPolicy Consortiums & Think TanksRegional Education LabsInstitutions of Higher EducationIES/Federal Government Fieldwork & Case Studies

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Re-Imagining Education

What kind of instruction do our students need in the 21st century?EquityTechnologyChange

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To be considered core an expectation had to be linked to a focal point so both the assessment and the curriculum will emphasize the same mathematical concepts.

Strategies for Instruction

Foundations Using Data

Re-Imagining Effective Instruction

STR

ATEG

IES FO

R IN

STR

UC

TIO

N

Engagement and

Motivation of All

Learners

Cultural Relevance

Reinforcing Effort and Providing Recognition

Tapping into Student Interest and Expertise

Embedding Technology

Activation and

Extension of

Knowledge

Relevance

Making Connections/Deep Knowledge

Mnemonic Devices


Differentiation

Academic Strengths and Areas for Growth

Needs of Diverse Learners

Learning Preferences

Multiple Intelligences


Stimulation of Critical Thinking

and Problem-Solving

Generating and Testing Hypotheses

Higher Order Thinking Skills

Summarizing

Critical Discussion

Nonlinguistic Representation

Comparing and Contrasting

Metacognition


Scaffolding

Graduated Questioning

Direct Instruction

Conferring

Spacing Learning Over Time


Multiple Opportuniti

es for Practice, Mastery,

and Assessment

Academic Choice

Authentic/Alternative Assessment

Formative Assessment

Summative Assessment

Homework


Flexible Grouping

Cooperative Grouping

Whole Group Instruction

Homogeneous Grouping

Heterogeneous Grouping

Individual Instruction

Flexibility and Fluidity


Core Element

Fundamental Process

Essential Skill

Fundamental Process Essential Skill

USIN

G D

ATA

Using Multiple

Data Sources

Informal Assessment

Formal Assessment

Non-Assessment Data


Instructional Decision-

Making

Identifying Instructional Needs

Setting Goals

Matching Instructional Strategies to

Identified Needs

Progress Monitoring

Providing Feedback


Core Element


FOU

ND

ATIO

NS

Essential Teacher Beliefs

High Expectations

Malleable Intelligence

Student Attitudes and Motivation

Equity and Anti-Racism

Urgency, Relentlessness, and

Ownership of Outcomes


Educator Responsibiliti

es

Content Knowledge

Continuing Professional

Development

Pedagogical Knowledge

Reflection

Professional Collaboration


Classroom Manageme

nt

Creating an Environment for

Learning

Routines to Maximize Instruction

Supportive Personal Relationships with

Students


Initial and On-Going

Instructional Planning

Standards/Objective-Based Planning

Backward Planning

Lesson Planning

Unit Planning

Long-Term Planning


Investing Families and the

Community

Two-Way Communication

Volunteering

Learning at Home

Decision-Making

Collaborating with the Community


Core Element Fundamental Process Essential Skill


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Instructional Implications

“It is essential that these focal points be addressed in contexts that promote problem solving, reasoning, communication, making connections, and designing and analyzing representations.”

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Putting it altogether

Organize into grade level/span groups

In your groups discuss the following:

How might you/your school begin to use the Michigan Focal Points in designing curriculum and instruction to “facilitate learning and assess mastery of the content that comprises one grade level and/or course-specific curriculum?”

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Reflection

What impact does instruction that supports a focused curriculum have on time management?

Where might the GLCE fit into your curricular vision and long term planning?

Or…

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Reflection

What essential understandings and connections do I want my students to have?

What sequence of lessons will I use to promote those understandings and connections?

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Contact information

For more information on Michigan Focal points: Ruth Anne [email protected]/glcewww.glce.wikispaces.com

For more information on MEAP:Kyle [email protected]/meap

Using the Michigan Focal Points to Guide Instruction and Assessment

Documents

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