day 2. act training (2)

ACT Training CES Board RoomDay 2Gwen Lee & Mona Toncheff

How do we embrace CCSS?

Common Core AZ 2010

Cambridge

ACT

IB

REIL

D2S

C

Move on When Ready Curriculu

m with Rich

Mathematical Tasks

Research based

Instructional

strategies High Quality

Assessments

Recap from Day 1 Goals

• What is PUHSD ACT/CCSS Vision for mathematics curriculum, instruction and assessment?

• What is the definition of rigor and relevance? What does it look like, what does it sound like?

• How will you incorporate researched-based instructional strategies to create a learning plan that meets the demand of CCSS?

Day 2 Goals

• What does an instructional unit look like?

• How can we evaluate our current units and lesson to ensure that our learning plans meet the demand of CCSS?

• What high-leverage actions can our PLC use to improve student achievement?

Educator Toolbox Strategies

Line-up

Rate your knowledge of the educator toolbox on a scale of 1-5. • 5: I can describe each

strategy and how it engages student in their learning

• 1: I still need help finding the book.

Personal Action Plan Review

Strengths Challenges

Purpose of Educator Tool box Student Mathematical Practices

Educators Toolbox

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.

Model with mathematics.

Use appropriate tools strategically.

Attend to precision.

Look for and make use of structure.

Look for and express regularity in repeated reasoning.

• How will you incorporate researched-based instructional strategies to create a learning plan that meets the demand of CCSS?

Reflection

PLC Actions

Looking at Student Work

What is the purpose of looking at student work?

What does the process realistically look like in your classroom, department, building?

Looking at Student Work Protocol: Step 1

Looking at Student Work Protocol: Step 2

Looking at Student Work Protocol: Step 2

Circle one name from each level of performance and gather those student’s assessment

Looking at Student Work Protocol: Step 3

Looking at Student Work Protocol: Step 4

What high-leverage actions can our PLC use to improve student achievement? • Determine the degree to which

student work meets the criteria of high-quality work (five finger rule).

• Collaborate and reflect on the instructional process.

• Promote consistency in evaluating student work.

Deeper look at Mathematical Tasks

What kinds of learning experiences will prepare students for the demand for the CCSS?

Deeper look at Mathematical Tasks

As students progress through a curriculum, they will learn mathematics by engaging in “worthwhile mathematical tasks” (Hiebert, 2002)

Deeper look at Mathematical Tasks

What is a Great Task? A great task:• Revolves around an interesting problem – offering several methods of solution

• Is directed at essential mathematical content as specified in the standards

• Requires examination and perseverance – challenging students

• Begs for discussion – offering rich discourse on the mathematics involved

• Builds student understanding – following a clear set of learning expectations

• Warrants a summary look back – with reflection and extension opportunities

Mathematical Task: Research

(Stein & Smith, 1998)

Mathematical Task Example

•What high-leverage actions can our PLC use to improve student achievement?

Reflection

Lesson Design: Part 2

ACT Quality Core

Lesson Design: Part 2 How do you (as an individual) solve your problems?

Student Toolbox• What’s in it?• Do they know?• Are they given

opportunities to add new tools to their box?

Lesson Design: Part 2 Example Lesson  

•How can we evaluate our current lessons to ensure that our learning plans meet the demand of CCSS?

Essential Question

Unit Design

ACT Quality Core

ACT Quality Core: Unit Design

• What are the big ideas of the unit?

• What are the standards? • What are the essential questions?

• What are the learning activities needed to meet the standards?

• What are the embedded assessments? How will you check for understanding?

Analyze Unit 4: Algebra 1-2

Template to Analyze Unit

Unit Evaluation

•Activity directions: Focus on

•Person 1:16-18•Person 2: 29-33, •Person 3: 46, 53, •Person 4: 56, 58

•How can we evaluate our current lessons and units to ensure that our learning plans meet the demand of CCSS?

Essential Question

Algebra Assignments

Next Steps

List of units for Algebra CCSS unit

Campus Assignment/ Location

1. Introduction to Algebra I: The Value of a Variable

Linear Functions ACT unit - Metro Tech revising

2. You’ve Got Problems? Algebra’s Got Solutions!

Equations and Inequalities

ACT unit - Camelback revising

3. The Three R’s: Rise, Run, and Regression

Linear Functions ACT unit  - Maryvale revising

4. Systems of Linear Equations

Linear Functions On SharePoint (Metro)

5.Beyond the First Degree: Exponents and Polynomials

Expressions and Equations

3/4 done (Alhambra) - Needs to be reviewed

6. Factoring and Quadratics

Quadratic functions 1/2 done on SharePoint (Camelback)

7. Radical Expressions and Equations

Exponential Functions & Expressions and Equations

Fairfax

8.Rational Expressions and Equations

Expressions and Equations

North

9.Data Analysis Statistics and Matrices

Stats teachers will help with this

Geometry Assignments

Next Steps

List of Units for GeometryCCSS unit

Campus Assignment/ Location

1.Foundations of Geometry: There is no Royal Road to Geometry

  Carl Hayden

2. Coordinate Geometry   Fairfax

3. Beyond a shadow of doubt: Logic and Proof

  ACT created this unit and it is on SharePoint - Trevor Browne

4. What is so special about Angles Pairs ?

  Unit started on SharePoint (Metro Tech)

5. Triangles: Segments and Angles and Sides, oh my?

  Maryvale

6. Congruent triangles: Shortcuts   North

7. What’s your angle on polygons and quadrilaterals

  Chavez

8. Area, Perimeter, and geometric probability

  Unit started on SharePoint (Camelback)

9. Around the outside and inside: lateral Area, surface area, Volume

  Unit started (Alhambra)

10.Similarity   South

11.What’s so right about right triangles?

  ACT unit - Metro revising

12.Trigonometry   Metro Tech

13. Going in Circles   Alhambra14. Constructions   District Team 15. Creating Change: Transformations in space and on the coordinate plane

  unit started on SharePoint - district team

As you are preparing for writing lesson plans and unit plans, what are three “take-aways” from today that you will reference? How will these ideas or tools support you and your team’s work?

Next Steps Reflection