So today we listened to a teleconference with the ADE and Linda Griffith. I wanted to share the wonderful info I received today with you!
Or sbcglobal.net
Future Meeting Dates
December 1
February 29th
May 16
Meeting is for Administrators, Math instructional facilitators, and Math content leaders
Problem types – Linda Griffith
· K-8 need entire CCSS document- do not hand out in pieces
o The temptation is to look at the standards in isolation but teachers need to look at grades before and after
o Teachers need to understand how they fit
o Teaching math is a relay race- the baton starts with K and gets handed to 1st- we can’t keep starting over each year, we have to trust now that they have less to do and a focus, we have to trust that the teachers before are doing what they need to do
o PLCs are going to need to be across grade bands
· AR Frameworks vs. CCSS
o written by AR teachers FOR AR teachers
§ Mostly K-4 teachers
§ Teachers put in END results and little steps getting to the end goals
o Proficiency levels have increased dramatically since 2004 but it is time to take the next step forward
o CCSS written by the national working group and a three person writing team
o Youtube video- the hunt institute
· PROBLEM: We have treated all strands equally important, but they are not
o CCSS- the most important thing(K-4) is help students develop number and operation
· PROBLEM: There is no ONE problem or set of released items – use them to help understand the mathematics ideals and recognize when they are hidden in different contexts
· PROBLEM: “We will be done by Christmas” we need to stay longer with topics to work within a set of numbers with the mathematical process standards
· PROBLEM: textbooks have (1) not have enough problems (2) they will all be result unknown problems
o All teachers need to be able to create these problems on the fly
· Progressions
o ***Content Progressions - easy to find posted on the website
§ Narrative documents describing the progressions of a topic across a number of grade levels informed both by research on children’s cognitive development and by the logical structure of mathematics
§ Elaboration or illumination of the standards
§ Mccullum’s website- ime.math.arizona.edu
§ The writers tried to make a compact document and then a more descriptive document
o ***Learning Progressions – Where kids are in a progression to help you design an assessment (what is the learner doing)
§ harder to find the key to these is working in your plc and thinking through your experience and understandings, testing in a classroom, and then coming back to share- ina period of years there will be a whole bunch of learning progressions
§ Four interrelated guiding principales of learning progressions
· LPs are developed and refined using available research and evidence
· LPs have clear binding threads that articulate the essential core concepts and processes of a discipline “big ideas”
· LPs
· Big confusement with assessment and teaching. Giving an assessment and then grading it and handing it back to students is not teaching
o Do not summative assess every day as your teaching
o Formative assessment is embedded – don’t write it in your grade book all the time- get into a students’ mind to learn how they are thinking about problems
§ What will help this student move from this learning progression to the next learning progression
o The most important assessment is not going to happen by practicing all the time
o Stop and look carefully at work and listen to what they are saying orally
o We’ve got to pay attention to student cognition
o A timed test may determine if a student
§ Fuency development over time
· Direct modeleing
· Development of strategies
· Moving on with imbedded practice
o *Learning Trajectories – what teaching act is
§ Constructivists approach to learning progressions- more centered around the learner
§ Cpre.org
o Construct Maps – describe how children come to understand
§ Richard Lehrer – Vanderbilt (seems very piaget kinda guy)
§ Constance Kamii was Dr. Piaget’s last student
· University of Alabama
· She wanted to know how far up the line can you go with children constructing all their own knowledge
· Students will remember and own understandings they create
· Standards and curriculum
o Standard is the goal
§ Standards drive curriculum
§ They do not give the learning progression necessary to achieve this goal
§ We will have to design learning trajectories for every standard for every grade
o The curriculum is a plan for achieving the goal
§ Curriculum leads to meeting standards
o Summative assessments measure the degree to which your curriculum is meeting your needs
o Formative assessments inform next steps
· Formative Assessments should determine that students are not in the same place as other students within the curriculum we need to either respond or intervene
· We must attend to each students cognition at each step in the instructional sequence
· Elementary level most have been through PD called cognitively guided instruction- but you need to make sure your instruction is guided and informed by the current thinking of the class
Page 88 and 89 - Operation Action (CGI)
· She is afraid the K -2 examples on page 88 and 3-5 on page 89 will be taken as not applying to other grades
· Additon and subtraction
o Start/change/end
o Putting in/taking out
o Add to/take from – CCSS language
· Additon and subtraction II
o
· Addition and subtraction III
o Absolute comparion
o Compare
· Add to/Result Unknown
o 8 + 5 = ?
o Focus on same units
o How we do this in primary school will change how they do this in upper grades with binomials
§ This sets up the shift from saying “find the common denominator” to “lets make the units the same”
· Add to/Change Unknown
· Add to/Start Unknown
· Take From/Result Unknown
· Take From/Change Unknown
· Take From/Start Unknown
· Grade 2 standards involve the students understanding the relationships of numbers and operations
· Telling is faster than guiding
o Allow kids to muddle through
o Pens are great in math class to see where kids made mistakes and how they self corrected- shows perseverance
· Total Unknown
· 8 dimes and 2 nickels = 90 cents, 9 dimes, 18 nickels, 90 pennies – the unit is important, labels matter – structuring the right sequence of questions to help them come to the right understandings
· Addend Unknown
· Both Addends Unkown
· Absolute Comparison Difference Unknown
· Absolute Comparison Small Set Unknown
· Multiplication and Division
· Equal groups
· Area/Arrays
· Combinations (not there anymore now in the 7th grade)
· Relative comparison
· Standards in Mathematical Practices could guide the instruction in any area
· Caution- not everyone sees problems the same way
· Strategies- almost always plural
· PD
· Have conversation about how common core state standards was developed
o Show video
· Join Linda Griffith about learning more about developing curriculum that will lead us to developing these standards
· Content progressions that encompasses the standards, print them out, give them to teachers, to illuminate the standards
o Read and study it as a team to help teachers understand their role
· ***Every teacher that teaches mathematics needs to look at pages 88 and 89***
· Wanted to expose us to learning progressions- be ready to receive those
· Numbers and operations was 1/5 of the old tests… now the tests are going to be focused on the CCSS with 70% being on numbers and operations
· This is not elementary teachers, or calculators, faults- it was because we were testing all five strands equally
· Social constructs- like money could be an important part of a good SS lesson… temperature is a scientific phenomenon… weight is on computational pull…
· Attend to precision – precise mathematical vocabulary… we need help from Literacy to do this--- we need help from literacy colleagues in persuasive arguments
· Change is a process not an event
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