One of the 3 writers of the Common Core for MathWhat does Phil mean by teach less and learn more?What about pacing? What about a “mile wide?”
CCSSM is much more focused than before. Concentrated is a great word to describe the attention to topics at particular grade levels. Progressions are also more directed across grade levels. So what do we do in the classroom? What do math goal teams do? What are we expected to do?
How can we survive so many changes?Video of others teaching; Visits to other classrooms.The curriculum must be seen as addressing success of all learners.How much change should be asked of professionals? This is our job, after all.If you don’t feel a sense of discomfort or unease, you probably are not doing your job.
Challenge: Getting used to language of CCSSMEXPECTATIONS are at the highest level of understanding.Skills no longer dominate. Reciting a fact family is much different than explaining the relationship between all 3 quantities.Completing an algorithm – double digit multiplication – differs from modeling quantities of the product.So how will this all happen?
Lake County Workshop update: Examining Common Core by grade level. Really looking at language and what is being asked of students. Concept units being built out in place of chapters in Everyday Math. Assessments being created. Materials and resources being found. Not until 2013-2014
Mathematical Practices will guide our instruction to a large extent. Challenge is translating it into student-friendly language.Challenge is using it ourselves! Daily!
Share Fluency sheet.Focus is upon the understanding and not the skill!!!
Share Artifact sheet.
TEACH LESS. LEARN MORE. Phil Daro
FOCUS AND COHERENCEFocus is on concentrated standards aligned to grade levels.Coherence of a logical progression across grade levels.
We just cannot replace the old with the new or just add on to what is already there.
“Four Teacher-Friendly Postulates for Thriving in a Sea of Change”
UNDERSTANDING IS GOALLanguage of the CCSS expects students to perform at the highest cognitive levels.Conceptual understanding is the EXPECTATION.There is a difference between the understandings embedded with the Common Core and the skills.Teachers must begin to use multiple representations and manipulatives to teach this conceptual understanding.
INSTRUCTIONAL PRACTICESTeachers must begin to teacher deeper.We cannot just continue to cover the curriculum by following a pacing guide.Teachers must be allowed to slow down and delve deeply into particular math concepts to bring about student understanding. More time is vital!
CONSTRUCTIVISMStudents will need to build their own knowledge.Experiences must be built in to the instruction.It’s about the process!Answers are part of the process but not the entire thing.Focus on answers only short circuits math learning.Focus on the math allows us to learn from the problem, not on the answer we get.
TWO MAJOR SHIFTS TOWARDCOMMON CORE1. Fluency Expectations2. Evidence of Learning: Mathematical Artifacts
FLUENCY• Begins with understandings.• Experiences that allow students to build their own understandings. • Structure work. • Complement work.• Outcome will be fluency.
ARTIFACT COLLECTION• Binders/Folders: Keep record of daily work and vocabulary.• Marble Notebooks: Journals provided by district to keep ongoing learning and reflections by students. (Scored with district rubric.)• Portfolio: Collection of on-demand tasks, projects, and additional reflections.
LONG-RANGE PLAN2012-2013• Begin instructing toward fluency.• Begin collecting evidence of student growth.• Continue Everyday Math instruction with “patchkit” lessons included.
SUMMER/FALL PROFESSIONALDEVELOPMENT• eSuite Training• Concept Camps• Patchkit Trainings• Book Groups
QUESTIONS? Best way for us to help is to . . .