Kanold tonchefflearningforwarde07summer2011f
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The document discusses closing the learning gap in mathematics through the Common Core State Standards. It identifies two primary causes of the gap: an emphasis on procedural fluency over conceptual understanding, and isolated decision making without a coherent instructional system. It advocates for teacher collaboration through professional learning communities to align practices with research, ensure equity, and agree on content, assessment, and response to intervention.
![Closing the Learning Gap in Mathematics: The Common Core States Standards The teaching of mathematics can be controversial. Today’s classrooms look quite different from classrooms of twenty years ago…A substantial body of research on teaching and learning is now available and can guide our teaching… Navigating mathematical understanding through research July 19 th , 2011 Dr. Timothy D. Kanold tkanold.blogspot.com Ms. Mona Toncheff [email_address]](https://image.slidesharecdn.com/kanoldtonchefflearningforwarde07summer2011f-110719055213-phpapp01/85/Kanold-tonchefflearningforwarde07summer2011f-1-320.jpg)
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Kanold tonchefflearningforwarde07summer2011f
- 1. Closing the Learning Gap in Mathematics: The Common Core States Standards The teaching of mathematics can be controversial. Today’s classrooms look quite different from classrooms of twenty years ago…A substantial body of research on teaching and learning is now available and can guide our teaching… Navigating mathematical understanding through research July 19 th , 2011 Dr. Timothy D. Kanold tkanold.blogspot.com Ms. Mona Toncheff [email_address]
- 2. Sustainable change starts with thinking at the edges of the box. It’s about evolution, Not revolution. http://www.flickr.com/photos/31288116@N02/3066482220/sizes/o/
- 3. Poll: Primary Causes of the Learning Gap in Mathematics
- 4. Closing the Learning Gap in Mathematics: The Common Core States Standards For those following us on-line or virtually, You can go to http://www.slideshare.net/tkanold/kanold-toncheffleanringforwarde07summer2011 For the Powerpoint presentation Kanold/Toncheff E07
- 6. NCTM (C&E, 1989), (TPS, 1991), (PSSM, 2000) and (Focal Points, 2008)
- 7. National Research Council ( Adding It Up , 2001)
- 8. The Common Core States Standards for Mathematics These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep. — CCSS (2010, p.5) We know what to do… why don’t we do it?
- 13. The CCSS Standards for [Student] Mathematical Practice The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students… These practices rest on important “processes and proficiencies” for mathematics education.
- 14. The Standards for [Student] Mathematical Practice (p.2) Take a moment to examine the first three words of each of the 8 mathematical practices… what do you notice?
- 15. The Standards for [Student] Mathematical Practice What are the verbs used to illustrate student actions?
- 16. The Standards for [Student] Mathematical Practice Beanie Baby Bungee Metro Tech HS Phoenix, AZ 2010
- 17. The Standards for [Student] Mathematical Practice Student Actions Teacher behaviors needed to help facilitate this practice
- 18. SMP # 3. Construct viable arguments and critique the reasoning of others Wordle
- 19. The Standards for [Student] Mathematical Practice (p14)
- 20. The Standards for [Student] Mathematical Practice (p14)
- 21. The Standards for [Student] Mathematical Practice (p14)
- 22. The Standards for [Student] Mathematical Practice Reflection: How did the mathematical task develop Mathematical Practice 3?
- 23. The Standards for [Student] Mathematical Practice (p.15)
- 24. PARCC States http://www.parcconline.org/ Governing Board States Participating States
- 25. SMART States http://www.k12.wa.usSMARTER/map.aspx Governing Board States Participating States
- 38. The PD TPOV: PLC’s as THE Path
- 43. PLC’s and PD
- 49. Remember: Change requires FUN!
- 50. Closing the Learning Gap in Mathematics: The Common Core States Standards Navigating mathematical understanding through research… Questions for us? Dr. Timothy D. Kanold tkanold.blogspot.com Ms. Mona Toncheff [email_address]
- 52. Closing the Learning Gap in Mathematics: The Common Core States Standards The teaching of mathematics can be controversial. Today’s classrooms look quite different from classrooms of twenty years ago…A substantial body of research on teaching and learning is now available and can guide our teaching… Navigating mathematical understanding through research July 19 th , 2011 Dr. Timothy D. Kanold tkanold.blogspot.com Ms. Mona Toncheff [email_address]
Editor's Notes
- Image Credit: 10_cardboard_rough_03 by Six Revisions http://www.flickr.com/photos/31288116@N02/3066482220/ Licensed Creative Commons Attribution on February 6, 2011 Slide by Bill Ferriter The Tempered Radical http://teacherleaders.typepad.com/the_tempered_radical
- Welcome etc. Who knows what PRIME stands for? Martin Luther King - Upon accepting the Nobel peace Prize in 1964 at the University of Oslo. This a document of hope!! We do not have to settle for what “is”. There will be a better day. There is hope for our leadership actions to matter. This quote will be referenced in slide 6.
- Transition slide to the discussion of the 4 principles.
- Transition slide to the discussion of the 4 principles.
- Transition to Mona- Turn to page 2 of the handout- at your table take a moment to examine the first three words of each paragraph that explains each Mathematical Practices… Turn to your shoulder partner and talk about what you notice? 2-3 minutes
- {before we begin- have each table numbered 1-8} Now lets look at the verbs in each of the practices – your table is assigned a number which represents the corresponding mathematical practice that you are going to explore What are the verbs that illustrate the student actions for your assigned mathematical practices? Circle , highlight, or underline the verbs. At your table, discuss what you notice. 6-7 minutes
- The 8 Standards for Mathematical Practice – place an emphasis on student demonstrations of learning… “ What we as teachers do, doesn’t matter nearly as much as how our students experience what we do” Daily, we know what it is we do… how do we know how the student s experience it? How do teachers purposefully plan learning experiences to develop the mathematical practices When working with teachers, what would teachers need to plan to do this successfully? 2 minutes
- Give each team about 10 minutes to create columns for their assigned standards Take a moment to scan the expectations of this standard… Create two columns, the first column will list 2-3“student practices” that are highlighted in this “mathematical practices standard. The 2 nd column will list teacher behaviors needed to help facilitate this practice. 10-12 minutes This will transition to Standard 3: The team that completes Standard 3 will present their tables responses, and then I will transition to exploring in detail Mathematical practice: (Construct viable arguments and critique the reasoning of others) 3-5 minutes ( Team presentation and questions)
- 3. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
- Turn to page 15 , we are going to put on student hats and participate in a learning experience that will address two CCSS Algebra Unit 1: Reason quantitatively and use units to solve problems. Working with quantities and the relationships between them provides grounding for work with expressions, equations, and functions. N.Q.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; N.Q.3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. 7 minutes to create mathematical argument on paper Then have one person from each team rotate to the next team to articulate their teams mathematical argument (3 minutes for presentation)
- Turn to page 15 , we are going to put on student hats and participate in a learning experience that will address two CCSS Algebra Unit 1: Reason quantitatively and use units to solve problems. Working with quantities and the relationships between them provides grounding for work with expressions, equations, and functions. N.Q.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; N.Q.3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. 7 minutes to create mathematical argument on paper Then have one person from each team rotate to the next team to articulate their teams mathematical argument (3 minutes for presentation)
- Turn to page 15 , we are going to put on student hats and participate in a learning experience that will address two CCSS Algebra Unit 1: Reason quantitatively and use units to solve problems. Working with quantities and the relationships between them provides grounding for work with expressions, equations, and functions. N.Q.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; N.Q.3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. 7 minutes to create mathematical argument on paper Then have one person from each team rotate to the next team to articulate their teams mathematical argument (3 minutes for presentation)
- At your tables, take 2 minute to reflect on this particular task and how it developed, “ Construct viable arguments and critique the reasoning of others”
- As leaders, how do we support the development and planning of creating learning experiences – turn to page 16. Thinking about the mathematical task we just completed- put on your Observer hat and evaluate the short lesson using the rubric for student look-fors (They can also go back to their original list of student actions to see if they line up?) (8 minutes) Transition to Tim: Erasing Inequities