Closing the Learning Gap in Mathematics:  The Common Core States Standards The teaching of mathematics  can be controversi...
Sustainable change starts with thinking at the edges  of the box.  It’s about evolution,  Not  revolution. http://www.flic...
  Poll: Primary Causes of the Learning Gap in Mathematics
Closing the Learning Gap in Mathematics:  The Common Core States Standards For those following us on-line or virtually,  Y...
Two Primary Causes of the Learning Gap in Mathematics <ul><li>A Primary Content and Teaching emphasis on  Procedural Fluen...
NCTM   (C&E, 1989), (TPS, 1991),  (PSSM, 2000) and (Focal Points, 2008)
National Research Council  ( Adding It Up , 2001)
The Common Core States Standards for Mathematics These Standards are not intended to be new names for old ways of doing bu...
Two Primary Causes of the Learning Gap in Mathematics <ul><li>2) Isolated faculty and administrative decision-making –  </...
The PRIME and CCSS Teacher and Leader… <ul><li>“ It is the PRIME teacher and  leader who will close the  ‘knowing-doing ’ ...
The Expectations-Acceptance Gap of the Leader… <ul><li>One way to re-frame the  Knowing-Doing  Gap question – which is abo...
Two Primary Causes of the Learning Gap in Mathematics <ul><li>A Primary Content and Teaching emphasis on  Procedural Fluen...
The CCSS Standards for [Student] Mathematical Practice The Standards for  Mathematical Practice  describe varieties of exp...
The Standards for [Student] Mathematical Practice  (p.2) Take a moment to examine the first three words of each of the 8 m...
The Standards for [Student] Mathematical Practice What are the  verbs  used to illustrate  student actions?
The Standards for [Student] Mathematical Practice Beanie Baby Bungee  Metro Tech HS  Phoenix, AZ 2010
The Standards for [Student] Mathematical Practice Student Actions Teacher behaviors needed to help facilitate this practice
SMP # 3. Construct viable arguments and critique the reasoning of others  Wordle
The Standards for [Student] Mathematical Practice  (p14)
The Standards for [Student] Mathematical Practice  (p14)
The Standards for [Student] Mathematical Practice  (p14)
The Standards for [Student] Mathematical Practice Reflection:  How did the mathematical task develop Mathematical Practice...
The Standards for [Student] Mathematical Practice  (p.15)
PARCC States  http://www.parcconline.org/ Governing Board States  Participating States
SMART  States  http://www.k12.wa.usSMARTER/map.aspx Governing Board States  Participating States
Overlapping States  <ul><ul><li>Alabama </li></ul></ul><ul><ul><li>Colorado </li></ul></ul><ul><ul><li>Delaware </li></ul>...
<ul><li>A mix of item types – short answer, longer open response and performance-based – in addition to richer multiple ch...
Transitions to the CCSS and closing the Gap… <ul><li>Where to start? </li></ul><ul><ul><li>Mathematical Practices  (lesson...
Your TPOV About PD and Assessment  <ul><li>Noel Tichy – Your  Teachable Point of View    or TPOV </li></ul><ul><li>“ A coh...
Your TPOV for Effective Assessment <ul><li>Describe 2-3 vital teacher or administrator behaviors…  </li></ul><ul><li>non-n...
Becoming a Mathematics Inequity Eraser!  <ul><li>Access Inequity  – tracking or levels…  </li></ul><ul><li>Task Selection ...
Turning Effective Mathematics Assessment Into Action!  <ul><li>Your “non-negotiable” vital teacher/administrator  Assessme...
Reconciling Your Experience with the Research and Evidence  <ul><li>How can your PLC team distinguish your experiences fro...
Reconciling Your Experience with the Research and Evidence  <ul><li>5 Levels of certainty in your practices… </li></ul><ul...
Reconciling Your Experience with the Research and Evidence  <ul><li>5 Levels of certainty in your practices… </li></ul><ul...
Reconciling Your Experience with the Research and Evidence  <ul><li>5.  Mathematical Certainty  —This what I have seen wit...
PLC’s: A Vision for Coherence and Focus… <ul><li>The Fifth discipline  – Peter Senge emphasis on adult teams (social learn...
The PD TPOV: PLC’s as  THE  Path
The TPOV of PLC’s as  THE  PD Path  <ul><li>PD cannot be an event… </li></ul><ul><li>…  the largest effects offer 30 – 100...
Two PLC PD Questions… <ul><li>1.  PD connected to results? </li></ul><ul><li>  2. PD part of a PLC process? </li></ul><ul>...
PLC’s and PD  <ul><li>Process Agreements:  </li></ul><ul><li>1.  Teacher collaboration   -  the only sustainable form of P...
PLC’s and PD  <ul><li>Process Agreements:  </li></ul><ul><li>2. Provision of  Adequate time and focused high leverage acti...
PLC’s and PD
PLC’s and PD  <ul><li>Three Process Agreements:  </li></ul><ul><li>3. Equity and Access  to the PLC PD </li></ul>
PLC’s and PD  <ul><li>The world’s highest performing school systems  “decrease the pedagogical variability between teacher...
PLC’s and PD  <ul><li>Content Agreements:  </li></ul><ul><li>Agreement on  “What”  to Learn and how to implement the “What...
PLC’s and PD  <ul><li>Content Agreements:  </li></ul><ul><li>2)  Agreement on  “How  to” collaboratively and effectively a...
PLC’s and PD  <ul><li>Content Agreements:  </li></ul><ul><li>Agreement on the  intentional and “R”equired  RtI adult respo...
Remember: Change requires FUN!
Closing the Learning Gap in Mathematics:  The Common Core States Standards Navigating mathematical understanding through r...
tkanold.blogspot.com
Closing the Learning Gap in Mathematics:  The Common Core States Standards The teaching of mathematics  can be controversi...
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Kanold tonchefflearningforwarde07summer2011f

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This is the Learning Forward summer 2011 conference presentation E07 by Kanold and Toncheff.

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Kanold tonchefflearningforwarde07summer2011f

  1. 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. 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. 3. Poll: Primary Causes of the Learning Gap in Mathematics
  4. 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
  5. 5. Two Primary Causes of the Learning Gap in Mathematics <ul><li>A Primary Content and Teaching emphasis on Procedural Fluency – </li></ul><ul><li>The absence of teaching </li></ul><ul><li>and learning for </li></ul><ul><li>Understanding… </li></ul>
  6. 6. NCTM (C&E, 1989), (TPS, 1991), (PSSM, 2000) and (Focal Points, 2008)
  7. 7. National Research Council ( Adding It Up , 2001)
  8. 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?
  9. 9. Two Primary Causes of the Learning Gap in Mathematics <ul><li>2) Isolated faculty and administrative decision-making – </li></ul><ul><li>The absence of the development and implementation of a comprehensive, equitable, sustainable </li></ul><ul><li>and coherent instruction </li></ul><ul><li>and assessment </li></ul><ul><li>system in mathematics… </li></ul>
  10. 10. The PRIME and CCSS Teacher and Leader… <ul><li>“ It is the PRIME teacher and leader who will close the ‘knowing-doing ’ gap between our knowledge about how to enhance student achievement and </li></ul><ul><li>the commitment to </li></ul><ul><li>actions we must take as a </li></ul><ul><li>result of that </li></ul><ul><li>knowledge.” </li></ul><ul><li>PRIME, p. 56 </li></ul>
  11. 11. The Expectations-Acceptance Gap of the Leader… <ul><li>One way to re-frame the Knowing-Doing Gap question – which is about someone else – is to think of it as the leaders’ </li></ul><ul><li>“ Aspirations-Tolerance Gap” </li></ul><ul><li>Is it possible that school leaders </li></ul><ul><li>and teachers contribute to the </li></ul><ul><li>“ Knowing – Doing” Behavior </li></ul><ul><li>Gap of faculty and staff? </li></ul>
  12. 12. Two Primary Causes of the Learning Gap in Mathematics <ul><li>A Primary Content and Teaching emphasis on Procedural Fluency – </li></ul><ul><li>The absence of teaching and learning for Understanding… </li></ul>
  13. 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. 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. 15. The Standards for [Student] Mathematical Practice What are the verbs used to illustrate student actions?
  16. 16. The Standards for [Student] Mathematical Practice Beanie Baby Bungee Metro Tech HS Phoenix, AZ 2010
  17. 17. The Standards for [Student] Mathematical Practice Student Actions Teacher behaviors needed to help facilitate this practice
  18. 18. SMP # 3. Construct viable arguments and critique the reasoning of others Wordle
  19. 19. The Standards for [Student] Mathematical Practice (p14)
  20. 20. The Standards for [Student] Mathematical Practice (p14)
  21. 21. The Standards for [Student] Mathematical Practice (p14)
  22. 22. The Standards for [Student] Mathematical Practice Reflection: How did the mathematical task develop Mathematical Practice 3?
  23. 23. The Standards for [Student] Mathematical Practice (p.15)
  24. 24. PARCC States http://www.parcconline.org/ Governing Board States Participating States
  25. 25. SMART States http://www.k12.wa.usSMARTER/map.aspx Governing Board States Participating States
  26. 26. Overlapping States <ul><ul><li>Alabama </li></ul></ul><ul><ul><li>Colorado </li></ul></ul><ul><ul><li>Delaware </li></ul></ul><ul><ul><li>Kentucky </li></ul></ul><ul><ul><li>New Jersey </li></ul></ul><ul><ul><li>North Dakota </li></ul></ul><ul><ul><li>Ohio </li></ul></ul><ul><ul><li>Oklahoma </li></ul></ul><ul><ul><li>Pennsylvania </li></ul></ul><ul><ul><li>South Carolina </li></ul></ul><ul><li>States in both consortia have until 2014 to decide which consortia they must commit to…and therefore which assessment… </li></ul>
  27. 27. <ul><li>A mix of item types – short answer, longer open response and performance-based – in addition to richer multiple choice items that: </li></ul><ul><ul><li>Reflect the knowledge and skills found in the ELA and Mathematics Common Core State Standards and </li></ul></ul><ul><ul><li>Will help student develop an understanding of the subject matter, rather than just narrowing their instruction in order to “teach to the test” </li></ul></ul>Assessment Improvements
  28. 28. Transitions to the CCSS and closing the Gap… <ul><li>Where to start? </li></ul><ul><ul><li>Mathematical Practices (lesson design ) </li></ul></ul><ul><ul><li>Learning trajectories and progressions </li></ul></ul><ul><ul><li>Focus on conceptual understanding </li></ul></ul><ul><ul><li>Designing and improving local assessment processes </li></ul></ul>
  29. 29. Your TPOV About PD and Assessment <ul><li>Noel Tichy – Your Teachable Point of View or TPOV </li></ul><ul><li>“ A cohesive set of ideas and concepts that a person is able to clearly articulate to others.” </li></ul>
  30. 30. Your TPOV for Effective Assessment <ul><li>Describe 2-3 vital teacher or administrator behaviors… </li></ul><ul><li>non-negotiable… </li></ul><ul><li>Your Vision for effective Assessment Practices </li></ul>
  31. 31. Becoming a Mathematics Inequity Eraser! <ul><li>Access Inequity – tracking or levels… </li></ul><ul><li>Task Selection Inequity – rigor of daily tasks </li></ul><ul><li>Formative Assessment Inequity – depth and quality of teacher descriptive feedback </li></ul><ul><li>Summative Assessment Inequity – lack of a “Basis for exam design and scoring </li></ul><ul><li>Grading inequity – fidelity to accuracy </li></ul><ul><li>RTI Inequity – Variance, timeliness and intentionality </li></ul>
  32. 32. Turning Effective Mathematics Assessment Into Action! <ul><li>Your “non-negotiable” vital teacher/administrator Assessment behavior list – </li></ul><ul><li>1) Is there research that supports your opinion? </li></ul><ul><li>2) How will you close the gap between the reality and the vision of action by all adults? </li></ul>
  33. 33. Reconciling Your Experience with the Research and Evidence <ul><li>How can your PLC team distinguish your experiences from actual evidence? </li></ul><ul><li>5 Levels of certainty in </li></ul><ul><li>your current PLC mathematics </li></ul><ul><li>practices… </li></ul>
  34. 34. Reconciling Your Experience with the Research and Evidence <ul><li>5 Levels of certainty in your practices… </li></ul><ul><li>1. Opinion — This is what I believe and I believe it sincerely. </li></ul><ul><li>2. Experience — This is </li></ul><ul><li>what I have seen based </li></ul><ul><li>on my personal observation  </li></ul>
  35. 35. Reconciling Your Experience with the Research and Evidence <ul><li>5 Levels of certainty in your practices… </li></ul><ul><li>3. Local Evidence — This is what I have seen based on the experiences of my friends and colleagues. </li></ul><ul><li>4. Preponderance of evidence — This is what we know as a profession, in many different contexts and across all locations (Research and data). </li></ul>
  36. 36. Reconciling Your Experience with the Research and Evidence <ul><li>5. Mathematical Certainty —This what I have seen with 100% certainty. There is no need for a debate. </li></ul><ul><li>Your Non-negotiable adult behaviors must have a high degree of certainty that they are a right thing… </li></ul>
  37. 37. PLC’s: A Vision for Coherence and Focus… <ul><li>The Fifth discipline – Peter Senge emphasis on adult teams (social learning) - 1990 & 2008 </li></ul><ul><li>Seeking Sustainability & </li></ul><ul><li>Coherence… </li></ul>
  38. 38. The PD TPOV: PLC’s as THE Path
  39. 39. The TPOV of PLC’s as THE PD Path <ul><li>PD cannot be an event… </li></ul><ul><li>… the largest effects offer 30 – 100 hours spread out over 6 – 12 months </li></ul><ul><li>Darling Hammond (2009, p. 79). </li></ul><ul><li>8x2 +10x6 = 76 </li></ul>
  40. 40. Two PLC PD Questions… <ul><li>1. PD connected to results? </li></ul><ul><li>  2. PD part of a PLC process? </li></ul><ul><li>.57 Vs .73 </li></ul>
  41. 41. PLC’s and PD <ul><li>Process Agreements: </li></ul><ul><li>1. Teacher collaboration - the only sustainable form of PD </li></ul>
  42. 42. PLC’s and PD <ul><li>Process Agreements: </li></ul><ul><li>2. Provision of Adequate time and focused high leverage activities for PLC PD </li></ul><ul><li>(p.11) </li></ul>
  43. 43. PLC’s and PD
  44. 44. PLC’s and PD <ul><li>Three Process Agreements: </li></ul><ul><li>3. Equity and Access to the PLC PD </li></ul>
  45. 45. PLC’s and PD <ul><li>The world’s highest performing school systems “decrease the pedagogical variability between teachers and increase the quality of instruction… </li></ul><ul><li>The 2010 </li></ul><ul><li>McKinsey report: </li></ul>
  46. 46. PLC’s and PD <ul><li>Content Agreements: </li></ul><ul><li>Agreement on “What” to Learn and how to implement the “What”. </li></ul>
  47. 47. PLC’s and PD <ul><li>Content Agreements: </li></ul><ul><li>2) Agreement on “How to” collaboratively and effectively assess the “ What”. </li></ul>
  48. 48. PLC’s and PD <ul><li>Content Agreements: </li></ul><ul><li>Agreement on the intentional and “R”equired RtI adult response </li></ul><ul><li>RtI Vs. RRtI? </li></ul>
  49. 49. Remember: Change requires FUN!
  50. 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]
  51. 51. tkanold.blogspot.com
  52. 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]

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