• 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?
• 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
• The same goals for all students• Coherence• Focus• Clarity and specificity
• 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.
• 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.
• Skills and concepts are clearly defined.• An ability to apply concepts and skills to new situations is expected.
Instructional Resources:• From course standards to test blueprints and model instructional units, QualityCores breadth and depth of educational resources allow educators to customize instruction to meet their particular students needs.Test Builder:• QualityCores interactive formative item pools provide educators with customizable quizzes and interim benchmark assessments, saving time while ensuring that teachers identify trouble spots in student learning in a timely way.End-of-Course Assessments:• QualityCores End-of-Course Assessments provide educators with constructed- response and multiple-choice options to evaluate student gains in achievement course by course.Score Reports & Progress Reporting:• Reports provide local, state, and national comparisons of students performance within each course, as well as evaluate students progress toward college readiness unique to each course.
• Essential question: What is PUHSD ACT/CCSS Vision for mathematics curriculum, instruction and assessment?
Consider a single concept or standard covered in your course Identify a task students will complete to show mastery of the concept or standard Discuss this information with your team; be prepared to share one example in whole group
Demonstrate deep, conceptual understanding of important mathematical content that connects within and among content domains Problem solve, reason, generalize, justify, and judge the validity of arguments investigation Effectively communicate mathematical understanding
Address real-world questions, issues, or problems similar to those encountered in the experience of mathematicians and other professionals who use mathematics to solve problems Help determine what topics to investigate, problems to study, and how to tackle them
Return to your student task With a partner, examine the task for rigor and relevance using the template Identify specific strengths, weaknesses, and improvements
• How can I use instructional strategies to increase rigor and relevance in our classroom?
• highlights 73 instructional strategies— applicable to all courses—organized by four categories: •Learning Independently •Sharing Ideas •Engaging in Inquiry •Monitoring Progress
•What do you think is meant by the “intended, enacted, and assessed curriculum”?•Have you ever experienced a disconnect from your students due to this situation?
• A framework for evaluating curriculum, standards, and assessments so they can be studied for alignment• Introduced in response to No Child Left Behind, where states were required to show that their standards, curriculum, and assessments were aligned with equivalent breadth and depth• Focuses on content and cognitive demand of test items, instructional strategies, and performance standards
•Level 1 measures Recall at a literal level.•Level 2 measures a Skill or Concept at an interpretive level.•Level 3 measures Strategic Thinking at an evaluative level. • Webb (2002)
•Recall and recognize information such as facts, definitions, theorems, terms, formulas, or procedures•Solve one-step problems, apply formulas, and perform well- defined algorithms•Demonstrate an understanding of fundamental math concepts
•Simplify this expression: 3(x2 + 2) – 5(2x2 + 3x – 4) + 2(–x2 – 4)•What is the complex conjugate of – 2i ?•In the first year, the tuition at a local college is $4,000. If the tuition increases by $600 per year, how much will tuition be in the tenth year?
•Engage in mental processing beyond recall or habitual response•Determine how to approach a problem•Solve routine multistep problems•Estimate quantities, amounts, etc.•Use and manipulate multiple formulas, definitions, theorems, or a combination of these•Collect, organize, classify, display, and compare data
• The sum of two integers is 5. The sum of their cubes is 35. What is the sum of their squares? 2• What is the complex conjugate of i 3 ?• A career advisor tells Ming that a financial consultant earns $43,000 for the first year, and there is a 3% annual pay raise. If Ming takes a job as a financial consultant, what will be her highest annual salary after working a total of 35 years?
• Engage in abstract, complex thinking• Determine which concepts to use in solving complex problems• Use multiple concepts to solve a problem• Reason, plan, and use evidence to explain and justify thinking• Make conjectures• Interpret information from complex graphs• Draw conclusions and develop logical arguments
• Jack, Luka, and Tony took a quiz. Luka’s score was 12 less than Tony’s score and 3 times Jack’s score. If Jack’s 1 score was 9 of Tony’s score, what was Tony’s score?• Elaine drew a parabola passing through the point (4, 16) and having x- intercepts at (6, 0) and (–4, 0). Which is an equation of the parabola that Elaine drew?
•Work with a partner to determine the DOK level of your assigned questions and then discuss with the other pair who has the same assignment.•Group should reach consensus on DOK for each item.
Return to your student task Write a Level 2 and a Level 3 assessment for this task Share within your group and be prepared to share at least one idea in whole group.
•Bring student work (range of responses) from The Pancake Special problem•Implement another Educator’s Toolbox strategy that you do not currently use•Bring textbook, syllabus, and a lesson