Teachers participate in professional development session where the focus is using the mathematical practices to teach CCSS to develop conceptual and procedural knowledge in students.
2. AGENDA 4/23/15
Meet, Greet, Eat
Opening: Concept vs. Skill
Utilizing Mathematical Practices to
teach concepts of CCSS
Video Cycle, Discussions
Closure
Logistics: Be sure to sign in for PD
credit
4. What do we currently do? What does
learning look like now?
What does teaching conceptually
actually look like?
How can math teachers teach
conceptually and then assess content?
How can we do it better?
6. What are some general instructional
practices you use in your classroom to
teach math concepts as suggested in
CCSS?
PD should increase teacher knowledge that translates into student learning
(Yoon et.al, 2007).
7. Conceptual knowledge is the implicit or
explicit understanding of the principles that govern a
domain and of the interrelations between units of
knowledge in a domain.
Procedural (skill) knowledge is the ability to
execute action sequences to solve problems.
8. Of the practices discussed which
emphasize student development of
concepts and which emphasize student
development of skills or procedures?
CONCEPT VS. SKILL
9. What does implementing standards for
mathematical practices look like?
What does teaching conceptually look
like?
Standards Driven: Mathematical Practices (NCTM,
2000;2010); KCAS,CCSS
Student Centered: Student autonomy,
cooperative, constructivistic, teacher not the
primary mathematics expert, CPM
Inquiry Based: Discovery, RICH project,
Questioning to develop conceptual
understanding
10. How can we teach mathematics
more conceptually?
1. Work with a partner (preferably someone that teaches the same
content) and become familiar with 2 of the 8 practices.
2. Select CCSS and learning target you currently are teaching.
Write out the concepts you would address to teach this particular
CCSS and/or learning target.
3. Consider how the mathematical practice(s) you and your
partner selected can be utilized to teach the concept to students.
Highlight or document teacher and student tasks.
4. Plan to implement these tasks in future planning and/or delivery
of a lesson in the near future.
5. Consider a group assessment that would help you determine
student’s conceptual understanding of the CCSS and learning
target.
11. How can we as math teachers in JCPS
improve our instruction to promote
student engagement in mathematics?
CCSS for math are taught while utilizing mathematical
practices.
Develop student conceptual understanding of learning
targets while using shifts in instruction.
Build learning communities in classrooms that focus on
structure of mathematics practices.
Create group assessments that considers conceptual
understanding of content and requires multiple
representation when solving.
We want our students to engage and expand their
mathematics conceptual understanding and skills as well
as enjoy it!!
13. Teacher centered PD for teachers
led by teachers…
Teachers sharing examples of quality teaching practices
in high school mathematics classrooms from teachers across the
district.
Focuses on current research on topics relevant for practitioners.
Meets the criteria for quality PD according to the district and state.
A pragmatic way of watching other teachers in action to improve our
individual instructional practices.
14. Reform Practices Revisited
..standards based (NCTM, 2000; NCTM,
2014) teacher pedagogies that are student
centered (Delpit, 1992), discourse rich
(Wagner & Herbel-Eisenmann, 2007), and
inquiry based (Goos, 2004; McLoughlin,
2009).
CPM Study Team Strategies
(e.g. Think-Ink-Pair-Share)
Modeling
Mathematical
Practices
Project Based Learning (e.g. RICH Project)
15. Logistics….next steps
Please blog weekly in community group titled High School Math PD. I will
send an email invite!
Comment, reply, or post every week.
Share any ideas of task, projects, and or group assessments that utilize
mathematical practices you are considering to implement anytime from
now until the end of the school year.
16. Thank You! Questions?
In loving memory of two of the greatest
mathematics teachers I have had the pleasure of
working with and knowing
Steve Dillard
&
Ian Welch
Editor's Notes
Wonderings that have led to this proposal. How can I engage my students in learning CCSS. The students who live in the same neighborhood where I grew up in West and South areas in Louisville. How can a prepare them for the mathematics they will need to know in the near future. How can I prepare myself through PD?
After this slide play click on link to 14 min video about CCSS.
Have participants share their responses and facilitator when write them on chart paper titled, “What we currently do”?
Have large post-it paper concept vs. skill in the middle. Participants will share out responses and facilitator will list them in the appropriate category.
Teachers will get copy of mathematical practices. Click on picture for hyper link to conceptual understanding development in classroom.
Provide participants with handout of implementing practices. Each groups will have highlighter and post its. Allow 15 minutes for this discussion/exploration.