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Day 2. act training (2)

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PUHSD ACT Mathematics training

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• Have them write down what the know about CCSS? What is the difference between Common Core and the current AZ 2008 standards? Then show them the answers
• Hand out the mathematical practices observation student look fors- and have teachers identify which strategy will promote a specific practices
• Gwen
• Direct them to where to find the Implementation plan
• Direct them to where to find the Implementation plan
• Direct them to where to find the Implementation plan
• Day 2. act training (2)

1. 1. IB ACT CambridgeCommon Core AZ 2010
2. 2. • What is PUHSD ACT/CCSS Vision for mathematics curriculum, instruction and assessment?• What is the definition of rigor and relevance? What does it look like, what does it sound like?• How will you incorporate researched- based instructional strategies to create a learning plan that meets the demand of CCSS?
3. 3. • What does an instructional unit look like?• How can we evaluate our current units and lesson to ensure that our learning plans meet the demand of CCSS?• What high-leverage actions can our PLC use to improve student achievement?
4. 4. Rate your knowledge of theeducator toolbox on a scaleof 1-5.• 5: I can describe each strategy and how it engages student in their learning• 1: I still need help finding the book.
5. 5. Strengths Challenges
6. 6. Student Mathematical Practices Educators ToolboxMake sense of problems andpersevere in solving them.Reason abstractly and quantitatively.Construct viable arguments andcritique the reasoning of others.Model with mathematics.Use appropriate tools strategically.Attend to precision.Look for and make use of structure.Look for and express regularity inrepeated reasoning.
7. 7. • How will you incorporate researched-based instructional strategies to create a learning plan that meets the demand of CCSS?
8. 8. PLC Actions
9. 9. Circle one name from each level ofperformance and gather those student’sassessment
10. 10. • Determine the degree to which student work meets the criteria of high-quality work (five finger rule).• Collaborate and reflect on the instructional process.• Promote consistency in evaluating student work.
11. 11. What kinds of learning experienceswill prepare students for thedemand for the CCSS?
12. 12. As students progress through acurriculum, they will learnmathematics by engaging in“worthwhile mathematical tasks”(Hiebert, 2002)
13. 13. What is a Great Task? A great task: • Revolves around an interesting problem – offering several methods of solution • Is directed at essential mathematical content as specified in the standards • Requires examination and perseverance – challenging students • Begs for discussion – offering rich discourse on the mathematics involved • Builds student understanding – following a clear set of learning expectations • Warrants a summary look back – with reflection and extension opportunities
14. 14. (Stein & Smith, 1998)
15. 15. • What high-leverage actions can our PLC use to improve student achievement?
16. 16. Lesson Design: Part 2
17. 17. How do you (as an individual) solve yourproblems? Student Toolbox • What’s in it? • Do they know? • Are they given opportunities to add new tools to their box?
18. 18. ExampleLesson
19. 19. • How can we evaluate our current lessons to ensure that our learning plans meet the demand of CCSS?
20. 20. Unit Design
21. 21. • What are the big ideas of the unit?• What are the standards?• What are the essential questions?• What are the learning activities needed to meet the standards?• What are the embedded assessments? How will you check for understanding?
22. 22. • Activity directions: Focus on• Person 1:16-18• Person 2: 29-33,• Person 3: 46, 53,• Person 4: 56, 58
23. 23. • How can we evaluate our current lessons and units to ensure that our learning plans meet the demand of CCSS?
24. 24. Algebra Assignments CampusList of units for CCSS unit Assignment/Algebra Location1. Introduction to Linear Functions ACT unit - Metro TechAlgebra I: The Value of revisinga Variable2. You’ve Got Equations and ACT unit - CamelbackProblems? Algebra’s Inequalities revisingGot Solutions!3. The Three R’s: Rise, Linear Functions ACT unit - MaryvaleRun, and Regression revising4. Systems of Linear Linear Functions On SharePointEquations (Metro)5.Beyond the First Expressions and 3/4 done (Alhambra) -Degree: Exponents Equations Needs to be reviewedand Polynomials6. Factoring and Quadratic functions 1/2 done onQuadratics SharePoint (Camelback)7. Radical Expressions Exponential Functions & Fairfaxand Equations Expressions and Equations8.Rational Expressions Expressions and Northand Equations Equations9.Data Analysis Statistics and Matrices Stats teachers will
25. 25. Geometry Assignments CCSSList of Units for Geometry Campus Assignment/ Location unit1.Foundations of Geometry: There is no Carl HaydenRoyal Road to Geometry2. Coordinate Geometry Fairfax3. Beyond a shadow of doubt: Logic and ACT created this unit andProof it is on SharePoint - Trevor Browne4. What is so special about Angles Pairs Unit started on SharePoint? (Metro Tech)5. Triangles: Segments and Angles and MaryvaleSides, oh my?6. Congruent triangles: Shortcuts North7. What’s your angle on polygons and Chavezquadrilaterals8. Area, Perimeter, and geometric Unit started on SharePointprobability (Camelback)9. Around the outside and inside: lateral Unit started (Alhambra)Area, surface area, Volume10.Similarity South11.What’s so right about right triangles? ACT unit - Metro revising12.Trigonometry Metro Tech13. Going in Circles Alhambra14. Constructions District Team15. Creating Change: Transformations in unit started on SharePoint
26. 26. As you are preparing forwriting lesson plans and unitplans, what are three “take-aways” from today that youwill reference? How willthese ideas or tools supportyou and your team’s work?