implementing common core state standards for · pdf fileimplementing common core state ......

Implementing Common Core State Standards for Mathematics

There is a new “What” in town demanding a new “How”!

1 BSI Summer Academy 2013

Common Core

Objective

• Participants will engage in a comprehensive planning sequence that explores Common Core State Standards (What) and the required instructional shifts needed to transition to new Instructional Practices (How).


Learning Outcomes • Participants will demonstrate an understanding of

the relationship between Common Core State Standards of Content and Mathematical Practices.

• Participants will increase the mathematical expectations they have for student performance through an in-depth analysis of assessment items.

• Participants will successfully critique and revise a lesson plan using an evaluation tool.


Tumbleweed Toss On a Post-it Note, please respond to the following:

– What do you know about Common Core and the instructional shifts needed to implement effective change?

– In the upper right hand corner, rate your knowledge of Common Core from zero (no knowledge) to four (ready to implement).


1

Handouts BSI 2013/Facilitator - Scales 0-4 for Pre and Post Activity.docx

Handouts Math CCSs/Facilitator's Notes - Sample Chart for Pre and Post.docx

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Development of the Standards

• The Common Core State Standards were developed under the leadership of the National Governors Association and the Council of Chief State School Officers and were released in 2010.


Research

• States with Standards more like the Common Core Standards for Mathematics, on average, scored higher on the National Assessment of Educational Progress (NAEP).

Schmidt and Houang, 2012


BSI Summer Academy 2013 8

The “What”

BSI Summer Academy 2013 9 2

Handouts Math CCSs/Handout

What is new about the new “What”?

• Exploring the Course Description Components

– Version Description

– General Notes

– Content Standards

– Language Arts Standards

– Mathematical Practices

– Related Glossary Terms


www.cpalms.org 3 a, b or c & 3d

http://www.cpalms.org/

Handouts Math CCSs/Handout

What is new about the new “What”?

How will the Common Core State Standards of Content and Mathematical Practices interact with one another to increase the demands on teachers and students?


Grade 4 Grade 7 Algebra I

http://www.cpalms.org/Courses/PublicPreviewCourse45.aspx



Making the Shift

• Implementation of the mathematics standards requires much more than new names for old ways of teaching mathematics. It requires an understanding of three core shifts:

• A greater focus on fewer topics

• Linking topics and thinking across grade levels (Coherence)

• Rigorous pursuit of conceptual understanding, procedural skill, and application.

Sandra Alberti, 2013


Changes in Student Expectations The Common Core State Standards demand students…

• Maintain an increased sense of accountability toward their own learning.

• Develop a concept beyond an opinion and move to “support and evidence”.

• Think in a more conceptual, analytical and global manner.

• Utilize higher-order, critical thinking skills.

• Shift from mere memorization of terms to a deep understanding of meaning.

• Transfer skills to new experiences.

• 0perate in a more student-centered environment with built in peer collaboration. 13 BSI Summer Academy 2013

Changes to Instruction The Common Core State Standards require teachers to…

• Increase rigor.

• Serve as facilitators of learning for all students.

• Provide guided practice, followed by the necessary support, as students take on more independence with tasks.

• Share the ownership for text understanding in all content areas.

• Find new ways of teaching critical thinking skills.


Best Practices

• Focus Instruction on Critical Content.

• Sequence skills logically.

• Break down complex skills and strategies into smaller instructional units.

• Design organized and focused lessons.

• Begin lessons with a clear statement of the lesson’s goals and your expectations.

• Review prior skills and knowledge before beginning instruction.

• Provide step-by-step demonstrations.

• Use clear and concise language.

• Provide an adequate range of examples and non-examples.

• Provide guided and supported practice.

• Require frequent responses.

• Monitor student performance closely.

• Provide immediate affirmative and corrective feedback.

• Deliver the lesson at a brisk pace.

• Help students organize knowledge.

• Provide distributive and cumulative practice.

“Explicit Instruction, Effective and Efficient Teaching”,

Archer and Hughes, 2011

15 BSI Summer Academy 2013 4

Best Practices

Appropriate use of explicit elements of instruction is indeed “student-centered”, in that it incorporates what we know about how students learn new material and about the skills they need in order to be successful.

Explicit Instruction, Archer and Hughes



The “How”

Focus

• Teachers focus deeply on the major work of each grade so that students can gain strong foundations: – Solid conceptual understanding,

– High degree of procedural skill and fluency, and

– Ability to apply the math they know to solve problems inside and outside the math classroom.


Coherence

• Thinking across grades: – The Standards are designed around coherent

progressions from grade to grade.

• Linking to major topics: – Provide opportunities for students to make

connections.


Rigor

• Rigor: in major topics pursue

– Conceptual understanding,

– Procedural skill and fluency, and

– Application with equal intensity.


Let’s Take a Little Break


Assessment Analysis Template

BSI Summer Academy 2013 22 5 a, b, c & d

GRADE 4 BSI Summer Academy 2013 23

Next Generation Sunshine State Standards

Common Core State Standards

GRADE 4: Deer in the Park

The perimeter of the rectangular state park shown is 42 miles.

A ranger estimates that there are 9 deer in each square mile of the park.

If this estimate is correct, how many total deer are in the park?

Explain your answer using numbers, symbols, and words. GRADE 4



When Eric became a member of an exercise gym, he paid a one-time fee of $250. He then had to pay $79.95 per month. So far, Eric has paid a total of $969.55, not including tax. What is the number of months for which Eric paid?

GRADE 7 25

BSI Summer Academy 2013

Common Core State Standards Laila tells Julius to pick a number between one and

ten. “Add three to your number and multiply the sum by five,” she tells him. Next she says, “Now take that number and subtract seven from it and tell me the new number.” “Twenty-three,” Julius exclaims. – a. Write an expression that records the operations that Julius

used.

– b. What was Julius’ original number?

– c. In the next round Leila is supposed to pick a number between 1 and 10 and follow the same instructions. She gives her final result as 108. Julius immediately replies: “Hey, you cheated!” What might he mean?

GRADE 7 26



ALGEBRA 27


Which of the following is the graph of y = x2 + 2x – 8 ?

Common Core State Standards

ALGEBRA 28



Construct viable arguments and

critique the reasoning of others.

How will the Common Core State Standards for Mathematics

impact our Lesson Plan?


Lesson Evaluation Document

31 BSI Summer Academy 2013 6a & b, 7 a, b & c


Lesson Plan Share Out

Revisiting Our Learning Outcomes

• Participants will demonstrate an understanding of the relationship between Common Core State Standards of Content and Mathematical Practices.

• Participants will increase the mathematical expectations they have for student performance through an in-depth analysis of assessment items.

• Participants will successfully critique and revise a lesson plan using an evaluation tool.


Tumbleweed Round-Up On a Post-it Note, please respond to the following:

– What new insight do you now have to Common Core and the instructional shifts needed to implement effective change?

– In the upper right hand corner, rate your knowledge of Common Core from zero (no knowledge) to four (ready to implement).


Don’t forget: You can copy-

paste this slide into other

presentations, and move or

resize the poll.

Poll: Rate yourself on your Common Core Knowle...

Time Table


Year/Grade Level K 1 2 3-8 9-12

2011-2012 FL L L L L

2012-2013 F L F L L L L

2013-2014 CCSS fully implemented

F L F L F L B L B L

2014-2015 CCSS fully implemented and

assessed

F L F L F L F L F L

Next Steps

• What are your next steps for developing an Action Plan at your school to successfully implement Common Core State Standards?


References • Alberti, S. (2013). Making the Shifts. Educational Researcher, 70 (4), 24-27.

• Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and

Efficient Teaching. New York: The Guilford Press.2012 • The Council of Chief State School Officers, National Governors Association. (2012). Common Core State Standards

Initiative: Preparing America's Students for College & Career. In Implementing the Common Core State Standards. Retrieved undefined, from http://www.corestandards.org/.

• Florida Department of Education, National Science Foundation, and FCR-STEM. (n.d.). CPALMS.

http://www.cpalms.org/Homepage/index.aspx?Redirected=1

• Florida Department of Education, National Science Foundation, and FCR-STEM. . (n.d.). CPALMS. In Course Descriptions. (n.d.), http://www.cpalms.org/Homepage/index.aspx?Redirected=1

• Schmidt, W., Houang, R. (2012). Curricular Coherence and the Common Core State Standards for

Mathematics. Educational Researcher, 41, 294-308. doi:10.3102/0013189X12464517

• Tri-State Collaborative. (2012, July 6). Tri-State Quality Review Rubric and Rating Process. Retrieved April 2013, from Engage NY:http://www.engageny.org/resource/tri-state-quality-review-rubric-and-rating-process




Questions?

Differentiated Accountability

Region V

http://flbsi.org/


• Tanna Carter, STEM Specialist

• Ann Marie Evans, STEM Specialist

• Bryan Jones, STEM Specialist

• Gayle Sitter, Mathematics/STEM Specialist

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