Presentation from August PLC

2. Make predictions for data (Data Dialogue prompts)

3. Explore and observe data

4. Explain/Causation

6. That’s Me!

7. PUHSD CurriculumCCSS AZ 2010 standards

8. CCSS AZ 2010 Fewer and more rigorous. The goal was increased clarity. Aligned with college and career expectations – prepare all students for success on graduating from high school. Internationally benchmarked, so that all students are prepared for succeeding in our global economy and society. Includes rigorous content and application of higher-order skills. Builds on strengths and lessons of current state standards. Conceptual versus procedural

9. Intent of CCSS AZ 2010 The same goals for all students Coherence Focus Clarity and specificity

10. Coherence Articulated progressions of topics and performances that are developmental and connected to other progressions (PUHSD Learning Trajectory) Conceptual understanding and procedural skills stressed equally NCTM states coherence also means that instruction, assessment, and curriculum are aligned.

11. Focus Key ideas, understandings, and skills are identified Deep learning of concepts is emphasized That is, adequate time is devoted to a topic and learning it well. This counters the “mile wide, inch deep” criticism leveled at most current U.S. standards.

12. Clarity and Specifity Skills and concepts are clearly defined. An ability to apply concepts and skills to new situations is expected.

13. http://puhsdmath.ning.com

14. Curriculum on Ning

15. PARCC Assessment

16. What is PARCC? http://www.parcconline.org

17. What is PARCC?

18. PUHSD Implementation Plan

19. Essential Question: What is PUHSD vision for implementing the CCSS? Reflection

20. Instruction 8 Mathematical Practices

21. CCSS {Student} Mathematical Practices The Common Core proposes a set of Mathematical Practices that all teachers should develop in their students. These practices are similar to the mathematical processes that NCTM addresses in the Process Standards in Principles and Standards for School Mathematics.

22. CCSS Mathematical Practice Your table is assigned a specific mathematical practice.

23. Deeper Look at Mathematical Practice #3

24. 21 The Standards for [Student] Mathematical Practice Reflection: How did the mathematical task develop Mathematical Practice 3?

26. Lesson Planning Secret # 1: How was students’ prior knowledge addressed in creating the lesson? Lesson Planning Secret # 2: How much of the lesson / material was covered through student exploration or student questioning (instead of didactic lecture)? Lesson Planning Secret # 3: What kinds of varied activities were used to engage students and stimulate intellectual rigor? Lesson Planning Secret # 4: What kinds of in class formative assessments were used to form the lesson as well as evaluate the effectiveness of the lesson? Lesson Planning Secret # 5: Reflect on the depth of conceptual understanding of the content demonstrated by the students. How did the lesson provide for high cognitive demand task opportunities? Lesson Planning Secret # 6: Reflect on the processes that students were asked to use to manipulate information, arrive at conclusions, and evaluate knowledge claims. How do students communicate their ideas to each other? Lesson plans 6 secrets to lesson planning

27. Lesson Design

28. Stage 2 of Curriculum

30. Register for testing on the ning

31. If you are new to AQT/GQT, submit a pacing calendar and syllabus for course approval by Friday October 28th.