principals’ conference cfn 609 january 27, 2012 mathematics sample task bundles how can we use...
TRANSCRIPT
Principals’ Conference CFN 609
January 27, 2012
Mathematics Sample Task Bundles
How can we use this resource?
Re-visit November Principals’ Conference
We…• Looked closely at the shifts that are necessary to address the changes in instruction demanded by the Common Core. Highlighting with consensus the relevance and timeliness
of both Focus and Deep understanding.• Clarified the DOE expectations noting end March as deadline identifying the Content Domains of Focus and
Mathematical practices to be examined for each grade level.• Discussed the components that all teacher teams should
include in their work understanding that the process and final product may look very different.
• Looked closely at one tool to assess the rigor of one task.
Today we will investigate:
How can we use the Sample Task Bundles to elicit and norm our ideas about the
important elements of unit planning in mathematics and as guides to use when
supporting teacher teams?
David Coleman: Leading author and architect of the CCSS and Founder and CEO of Student Achievement Partners, LLC speaks at December Ifl conference
With all that we have on our plates…What must be done over the next 2
years?
http://ifl.lrdc.pitt.edu/ifl/ www.Instituteforlearning.org
Year 1: Lead with Focus
David Coleman Suggests:• The single most important idea is that some
mathematics is more important than others. Take existing work and focus on what the major work in math at each grade is. Go through existing curricula, know the key standards, priorities and fluencies of every grade and make more time to spend in these areas. We have given teachers the out of moving on to the next topic that is not how math works.
• The majority of your professional development goes to the major work of the grade.
• Interim assessments- Focus overwhelmingly on the major work of the grade.
Grade
Priorities in Support of Rich Instruction and Expectations of Fluency and
Conceptual Understanding
K–2Addition and subtraction, measurement using whole number quantities
3–5Multiplication and division of whole numbers and fractions
6Ratios and proportional reasoning; early expressions and equations
7Ratios and proportional reasoning; arithmetic of rational numbers
8 Linear algebra
Priorities in Math: Engageny
6
Key FluenciesGrade Required Fluency
K Add/subtract within 5 (OA)
1 Add/subtract within 10 (OA)
2Add/subtract within 20 (OA)
Add/subtract within 100 (pencil and paper)(NB10)
3Multiply/divide within 100 (OA)
Add/subtract within 1000 (NB10)
4Add/subtract within 1,000,000 (including standard algorithm) (NB10)
5 Multi-digit multiplication (NB10) (including standard algorithm)
6
Multi-digit division (NS)
Multi-digit decimal operations (NS) (both including standard algorithm)
7 Solve px + q = r, p(x + q) = r
8 Solve simple 22 systems by inspection 7
Year 2: Drive Depth
• Application and understanding. What does this look like?• Does this require teachers to be experts
in their subject matter? Coleman says if we take time this and next year to dive deep, focus, do the work, examine students they will become expert. Disproportionately expert: they will have achieved the expertise in a more focused area.
MATHEMATICAL STANDARDS FOR PRACTICE
“Proficient students expect mathematics to make sense. They take an active stance in solving mathematical problems. When faced with a non-routine problem, they have the courage to plunge in and try something, and they have the procedural and conceptual tools to carry through. They are experimenters and inventors, and can adapt known strategies to new problems. They think strategically”.
College and Career Readiness Standards for Mathematics
Focus
In terms of aligning (at least one) unit of study to a high leverage
area with a rigorous culminating task…
Where are your schools?
Talk at your tables about where your school is in the process.
Important Note:
All unit outlines say:
Unit Outline Template INTRODUCTION: This unit outline provides an example of how teachers may integrate performance tasks into a unit.
Teachers may (a) use this unit outline as it is described below; (b) integrate parts of it into a currently existing
curriculum unit; or (c) use it as a model or checklist for a currently existing unit on a different topic.
Regardless of whether the bundle can be used as is, teacher talk needs to happen around it.
DOE ResourcesSample Task Bundles: Bundles were composed by a collection
of individuals and institutions
•Grades Pre-K-3- Silicon Valley Mathematics Initiativewww.svmimac.org
• Grades 4 and 5-Acknowledgements: The Grade4 unit outline was developed by David Graeber (CFN 534) The Grade 5 unit outline was developed by Shenaz Hashim (CFN 109), Haydee Santino and Magaly De La Cruz with input from Curriculum Designers Alignment Review Team. with input from Curriculum Designers Alignment Review Team. The tasks were developed by the schools in the 2010-2011 NYC DOE Elementary School Performance Based Assessment Pilot, in collaboration with Exemplars, Inc. and Center for Assessment.
www.schools.nyc.gov•Grades 6-8- Institute for Learning
www.instituteforlearning.org
Read Unit Outlines
• Grade 1: Pages 30-35
• Grade 3: Pages 20-27
• Grade 6: Pages 58-64
Discussion points• What are your reactions to the outline for the bundle. What
stands out to you?
• How does this unit outline and your existing unit outlines or plans for instruction compare?
• Which components of the unit outline bring attention to meeting the needs of all students?
• What are aspects of these unit outlines that you would consider non negotiable in your schools unit planning and which aspects
would you consider with some flexibility?
• What does the work look like that goes into comprehensive unit planning? How does/can this happen at our schools?
2011-2012 Citywide Instructional Expectations “Look Fors”
Implementation of CCLS Instructional Expectations
FALL 2011
What are the “Look Fors”?
Establish regular meeting times for teacher teams
Familiarize teachers with task bundles available on the Common Core Library
Analyze the selected Common Core standards to identify gaps between what of students currently know, and what the CC ask them to, know and be able to do
Engage in a protocol to look at current student work
Teacher teams begin to plan for selection/ adaptation/ design of CC-aligned, curriculum-embedded tasks
Teacher schedules reflect consistent (weekly, bi-weekly) meetings Teacher team meetings have targeted goal (s), articulated outcomes and clearly identified next steps for
teachers and students in connection with the roll-out of the CC curriculum-embedded tasks Meeting agendas reflect consistent meeting times, with content that demonstrates a trajectory of work
toward implementation of CC curriculum- embedded tasks, resulting in concrete plans and products Written PD plans reflect an arc of professional learning opportunities that may include deeper familiarity
with CCLS, principles of UDL, curriculum mapping, task development, DOK work, etc . There is evidence of a clearly articulated and implemented protocol for analyzing CC bundles and teachers
can speak to how they plan to use/have used information garnered from analysis in their classrooms There is a clearly articulated and implemented protocol for analysis of student work; constituents can
speak to how this analysis informs selection and timing of unit and task Tasks and units selected/created are aligned with selected standards and are rigorous Analysis of target and special populations data to identify strengths and weaknesses relative to CCLS Articulated PD plans with clear expectations of how and when the CC curriculum- embedded task- will be
implemented over the course of the year, with a rationale for timing (how does it fit with what comes before and after?)
The school has made a selection of task with a clearly understood and articulated rationale for content and skills included in the task
Teachers and administrators share a common language and understanding of what their students know and are able to do connected to specific CC curriculum-embedded task expectations
Purposeful instructional choices have been made, documented in curriculum maps and lesson plans, to target and close the academic gap identified
Documents illustrate articulated school, teacher and student goals that support the identified academic learning gaps
Unpacking
All of the components in the unit outline can be found in the bundle. Take some time to organize, post, mark these important pieces of the bundle.
Some key places to mark:Initial and formative assessment, Performance task
RubricAnnotated student work
Benchmark student papers(Gr 6)Sample tasks, lessons, activities
Additional resources for teachersInstructional supports for ELLS and SWD’s
Standards and Assessments
How are the content/skills and practice influenced by the standards?
Take a look at the initial assessment, Formative assessment and Final
Performance Task. Are the priority standards evident in these tasks? In what
way?
Supporting Teacher Teams
What questions can we support teacher teams with that will draw their attention to the important aspects of planning and
teaching a rigorous, focused unit that highlight developing students’ enduring
understandings about the domain of focus?
What materials, resources, instructional tools are needed to support teachers with this
work moving forward?
Upcoming Math Workshops/Support
How can we prepare for the Common Core changes? A look at the Standards for Mathematical Practice, Assessment and Tasks in the
math classroom. Middle School: February 2, 2012
Limit 3 teachers per schoolElementary School: February 9, 2012
Limit 2 teachers per schoolLocation: Conklin Avenue
Time 8:30-3:00pm
Afterschool Study group: Support teacher teams as they work on Common Core Aligned units with Embedded Tasks using the Bundles:
Tuesday Afternoons 4:00-6:00pm Petrides complex January 31, February 7 and 14
Was that a bundle of fun or what?
Thank You!