Charting our Course in Math Common Core

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For this professional development session our learning target is:
I can analyze critical areas of focus so I can apply them in my teaching.
Success Criteria:
•Examine Critical Areas of Focus for my grade level
•Connect standards to Critical Areas of Focus
•Unpack the standards
•Determine cognitive demand
•Link content standards with Standards for Mathematical Practices
•(Begin to) Align curriculum with standards
•Make connections to 5D
•Reflect to personalize the learning

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Charting our Course in Math Common Core

  1. 1. Please: -Sign in and pick up a folder -Make a name tag -Sit with your school Charting our Course:@MarciShepard #OrtingSD Math Common Core State Standards Orting and Enumclaw Middle Schools
  2. 2. All Aboard! Dr. Marci Shepard  March 2013
  3. 3. Theme: Charting Our CourseIn ancient times, mariners set out fornew worlds with the vaguest ideasabout where they were heading.What happened?• They were unable to navigate the waters and they perished We need to survive!• It took a long time to find where they were going We need to be efficient!• When they arrived, they didn’t always know where they were We need to be intentional! Dr. Marci Shepard  March 2013
  4. 4. We need to survive! We need to be intentional! We need to be efficient! Dr. Marci Shepard  March 2013
  5. 5. Anchor to previous and future lessons• As a first step in implementing the Common Core Standards for Mathematics, focus strongly where the standards focus.• Rather than racing to cover everything in today’s mile-wide, inch-deep curriculum, educators are encouraged to use the power of the eraser and significantly narrow and deepen the way time and energy is spent in the math classroom.• Focus deeply on only those concepts that are emphasized in the standards so that students can gain strong foundational conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom.• Reviewing existing classroom materials, such as math textbooks, is a lightweight way to begin implementing focus.• Instead, focus on…• Math Shifts• Math Practices• Major Work of Grade Dr. Marci Shepard  March 2013
  6. 6. Anchor to previous and future lessons• Reviewfirst step in implementing the Common Core Standards for Mathematics, As a the notes from last time we focus strongly where the standards focus. were together.• Rather than racing to cover everything in today’s mile-wide, inch-deep - Think: How has curriculum, educators are encouraged to use the power of the eraser and our work significantly narrow and deepen the way time and energy is spent in the math impacted your classroom. thinking and/or• Focus deeply on only those concepts that are emphasized in the standards so practice? - that students can gain strong foundational conceptual understanding, a high Pair: Discuss with degree of procedural skill and fluency, and the ability to apply the math they a partner - know to solve problems inside and outside the math classroom. Share:• Reviewing existing classroom materials, such as math textbooks, is a lightweight Introductions and way to out whole share begin implementing focus. group• Instead, focus on…• Math Shifts• Math Practices Add to charts around the room• Major Work of Grade Dr. Marci Shepard  March 2013
  7. 7. Anchor to previous and future lessons Revise math Analyze tasks to match critical areas rigor of CCSS Identify big Explore major of focus, link Learning (math taskideas of the shifts, math standards to targets and framework);CCSS-M and practices and them, unpack success deeply align use the ways students standards, criteria curriculum;standards to demonstrate determine (outcome= consider locate proficiency cognitive ingredients vs. scope, process=steps)information (SBAC) demand and sequence and begin to align pacing curriculum implications Dr. Marci Shepard  March 2013
  8. 8. Vocabulary Review• CCSS • Common Core State Standards• CCSS-M • Math Common Core State Standards• SBAC (“s-back”) • Smarter Balanced Assessment Consortium• SMPs • Standards for Mathematical Practices Domain Cluster Standard Dr. Marci Shepard  March 2013
  9. 9. Today’s Learning Target I can analyze critical areas of focus so I can apply them in my teaching.Success Criteria:• Examine critical areas of focus for my grade level• Connect standards to critical areas of focus• Unpack the standards• Determine cognitive demand• Link content standards with Standards for Mathematical Practices• (Begin to) Align curriculum with standards• Make connections to 5D• Reflect to personalize the learning Dr. Marci Shepard  March 2013
  10. 10. Today’s Learning Target I can analyze critical areas of focus so I can apply them in my teaching.Success Criteria:• Examine critical areas of focus for my grade level• Connect standards to critical areas of focus• Unpack the standards• Determine cognitive demand• Link content standards with Standards for Mathematical Practices• (Begin to) Align curriculum with standards• Make connections to 5D• Reflect to personalize the learning Dr. Marci Shepard  March 2013
  11. 11. Today’s Learning Target I can analyze critical areas of focus for my grade level and apply them to my classroom instruction. Self-assess toSuccess Criteria: communicate• Activate and build on prior knowledge learning• Examine critical areas of focus for my grade level needs and use• Connect standards to critical areas of focus information Which• Unpack the standards success• Determine cognitive demand of unpacked standards criterion• Link content standards with Standards for Mathematical Practices are you•going to to) Align curriculum to critical areas of focus/standards (Begin•focus on Make connections to 5D•today? Evaluate to reflect and give feedbackI can use math knowledge and ways of thinking in my discussions with my colleagues and provide evidence to support my thinking. Dr. Marci Shepard  March 2013
  12. 12. 30,000 Foot View: Areas of Focus Key Fluencies Critical Areas of Focus Flows Leading to Algebra Discuss: • How do these build from grade to grade? • How do these align with what you are currently teaching? Dr. Marci Shepard  March 2013
  13. 13. New CrewPlease sit with your grade level. Introduce yourselves! Dr. Marci Shepard  March 2013
  14. 14. Today’s Learning Target I can analyze critical areas of focus so I can apply them in my teaching.Success Criteria:• Examine critical areas of focus for my grade level• Connect standards to critical areas of focus• Unpack the standards• Determine cognitive demand• Link content standards with Standards for Mathematical Practices• (Begin to) Align curriculum with standards• Make connections to 5D• Reflect to personalize the learningI can use math knowledge and ways of thinking in my discussions with my colleagues and provide evidence to support my thinking. Dr. Marci Shepard  March 2013
  15. 15. Treasure Hunting: Major Works of the Grade6-8 Critical Areas of FocusHS Critical AreasRead your Critical Area of Focus• What are the concepts?• What are the skills and procedures?• What relationships are students to make?Example… Dr. Marci Shepard  March 2013
  16. 16. Critical Areas of FocusConcepts, Skills and ProceduresConcepts• Big ideas• Understandings or meanings• Strategies• Relationships• Understanding concepts underlies the development and usage of skills and procedures and leads to connections and transferSkills and Procedures• Rules• Routines• Algorithms• Skills and procedures evolve from the understanding and usage of concepts Dr. Marci Shepard  March 2013
  17. 17. Critical Areas of FocusConcepts, Skills and ProceduresGrade 4 Number and Operations in Base TenGeneralize place value understanding for multi-digit whole numbers.• Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700  70 = 10 by applying concepts of place value and division.• Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form.• Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.• Use place value understanding to round multi-digit whole numbers to any place. Dr. Marci Shepard  March 2013
  18. 18. Treasure Hunting: Major Works of the Grade6-8 Critical Areas of FocusHS Critical AreasRead your Critical Area of Focus• What are the concepts? (highlight green)• What are the skills and procedures? (Highlight purple)What relationships are studentsto make? Dr. Marci Shepard  March 2013
  19. 19. Today’s Learning Target I can analyze critical areas of focus so I can apply them in my teaching.Success Criteria:• Examine critical areas of focus for my grade level• Connect standards to critical areas of focus• Unpack the standards• Determine cognitive demand• Link content standards with Standards for Mathematical Practices• (Begin to) Align curriculum with standards• Make connections to 5D• Reflect to personalize the learningI can use math knowledge and ways of thinking in my discussions with my colleagues and provide evidence to support my thinking. Dr. Marci Shepard  March 2013
  20. 20. Navigating StandardsConnect standards to critical areas of focus • Label chart paper with your grade level • Write critical areas of focus on chart paper (leave room between each area of focus) • Read the description for the critical area of focus • Under each critical area of focus, list standards that best support it Dr. Marci Shepard  March 2013
  21. 21. Bridge the Gap: Vertical Alignment Galley (er, gallery) walk Dr. Marci Shepard  March 2013
  22. 22. BREAKSet up technology and load templates Dr. Marci Shepard  March 2013
  23. 23. Today’s Learning Target I can analyze critical areas of focus so I can apply them in my teaching.Success Criteria:• Examine critical areas of focus for my grade level• Connect standards to critical areas of focus• Unpack the standards• Determine cognitive demand• Link content standards with Standards for Mathematical Practices• (Begin to) Align curriculum with standards• Make connections to 5D• Reflect to personalize the learning I can use math knowledge and ways of thinking in my discussions with my colleagues and provide evidence to support my thinking. Dr. Marci Shepard  March 2013
  24. 24. Unpacking Standards I do We do Ya’ll do Dr. Marci Shepard  March 2013
  25. 25. Today’s Learning Target I can analyze critical areas of focus so I can apply them in my teaching.Success Criteria:• Examine critical areas of focus for my grade level• Connect standards to critical areas of focus• Unpack the standards• Determine cognitive demand• Link content standards with Standards for Mathematical Practices• (Begin to) Align curriculum with standards• Make connections to 5D• Reflect to personalize the learning I can use math knowledge and ways of thinking in my discussions with my colleagues and provide evidence to support my thinking. Dr. Marci Shepard  March 2013
  26. 26. Depth Finder: Determine Cognitive Demand• Depth of Knowledge Chart• Label each unpacked bullet with depth of knowledge level Dr. Marci Shepard  March 2013
  27. 27. Today’s Learning Target I can analyze critical areas of focus so I can apply them in my teaching.Success Criteria:• Examine critical areas of focus for my grade level• Connect standards to critical areas of focus• Unpack the standards• Determine cognitive demand• Link content standards with Standards for Mathematical Practices• (Begin to) Align curriculum with standards• Make connections to 5D• Reflect to personalize the learning I can use math knowledge and ways of thinking in my discussions with my colleagues and provide evidence to support my thinking. Dr. Marci Shepard  March 2013
  28. 28. Tie Content Standards and Standardsfor Math Practices • Label each unpacked bullet with SMP “best fit” Dr. Marci Shepard  March 2013
  29. 29. Today’s Learning Target I can analyze critical areas of focus so I can apply them in my teaching.Success Criteria:• Examine critical areas of focus for my grade level• Connect standards to critical areas of focus• Unpack the standards• Determine cognitive demand• Link content standards with Standards for Mathematical Practices• (Begin to) Align curriculum with standards• Make connections to 5D• Reflect to personalize the learning I can use math knowledge and ways of thinking in my discussions with my colleagues and provide evidence to support my thinking. Dr. Marci Shepard  March 2013
  30. 30. Navigation: Begin to Align Curriculum• Identify and record assessment questions for critical areas of focus Dr. Marci Shepard  March 2013
  31. 31. Observations for Critical Areas of Focus• Share out• What do we notice?• What do we wonder? Dr. Marci Shepard  March 2013
  32. 32. Today’s Learning Target I can analyze critical areas of focus so I can apply them in my teaching.Success Criteria:• Examine critical areas of focus for my grade level• Connect standards to critical areas of focus• Unpack the standards• Determine cognitive demand• Link content standards with Standards for Mathematical Practices• (Begin to) Align curriculum with standards• Make connections to 5D• Reflect to personalize the learning I can use math knowledge and ways of thinking in my discussions with my colleagues and provide evidence to support my thinking. Dr. Marci Shepard  March 2013
  33. 33. Make ConnectionsMath Content and 5D Dr. Marci Shepard  March 2013
  34. 34. Today’s Learning Target I can analyze critical areas of focus so I can apply them in my teaching.Success Criteria:• Examine critical areas of focus for my grade level• Connect standards to critical areas of focus• Unpack the standards• Determine cognitive demand• Link content standards with Standards for Mathematical Practices• (Begin to) Align curriculum with standards• Make connections to 5D• Reflect to personalize the learning I can use math knowledge and ways of thinking in my discussions with my colleagues and provide evidence to support my thinking. Dr. Marci Shepard  March 2013
  35. 35. Compass Points Reflection W=Wonders N=Need to knowWhat questions do you What additionalstill have about our information do youCCSS-M work? need to know or find out about this? S=Stance E=ExcitedWhat is your current What excites you aboutstance on our CCSS-M this? What are thework so far? “Wows”? Dr. Marci Shepard  March 2013
  36. 36. Anchor to previous and future lessons Revise math Analyze tasks to match critical areas rigor of CCSS Identify big Explore major of focus, link (math task Learningideas of the shifts, math standards to framework targets andCCSS-M and practices and them, unpack and DOK); success use the ways students standards, deeply align criteriastandards to demonstrate determine curriculum; (outcome= locate proficiency cognitive consider ingredients vs.information (SBAC) demand and scope, process=steps) begin to align sequence and curriculum pacing implications Dr. Marci Shepard  March 2013
  37. 37. Future WorkPlease sit with your school What do I need? Dr. Marci Shepard  March 2013
  38. 38. Reading the Tides and Currents: Feedback Dr. Marci Shepard  March 2013
  39. 39. Break Dr. Marci Shepard  March 2013
  40. 40. Lunch in The Galley (Marci’s Office) Dr. Marci Shepard  March 2013

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