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Lake County Schools Investing In Excellence!
College and Career Readiness
Academic Services C² Collaborative Cohort
October 18, 2012
Common Board ConfigurationDate: October 18, 2012
Benchmarks: Domain 1: Lesson Segment/Addressing Content
Domain2: Planning and Preparing Domain 3: Reflecting on Teaching
Bell Ringer/Shifting Gears: Thinking/Talking Chips
Essential Questions: How do we revolutionize the way we teach, lead and learn for 21st century success in C2Ready Math classroom?
Academic Vocabulary: Procedural Skill/ Fluency, Application, Conceptual Understanding, 8 Mathematical Practices
Objective: Today we will review the plans of action for Focus/Coherence, define, and explore the last shift of Rigor by identifying key elements required to teach, understand, apply, and solve math problems
Agenda:I do: Define and explore the shift of Rigor We do: Determine teacher and leadership tasks, review plans of action and identify critical elements for understanding the shift of RigorYou do: With the problem provided collaborate to determine the standard(s) aligned, skills/abilities, fluencies, and mathematical practices required to solve a math problem Summarizing Activity: Participation Scale/ Reflective Question
Next Steps : Return to your school site as a change agent, to share and continue developing your plans of action with your leadership team to develop next steps for building capacity and implementing CCSS Math at your school
Learning Goal: Learners will take this information back to your school to help others build capacity/awareness for what is needed to strategically plan for incorporating the CCSS Math shifts
Lake County SchoolsVision Statement A dynamic, progressive and collaborative learning community
embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.
Mission Statement The mission of the Lake County Schools is to provide every student
with individual opportunities to excel.
Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.
Academic Services
Academic ServicesCurriculum & Instruction ~ Professional Development ~ Teaching &
Learning The Office of Academic Services encompasses the core business of Lake County Schools.
We provide guidance and support to develop instructional leaders through the coordination of district curriculum initiatives, professional learning, along with teaching and learning programs that result in improved learning for ALL. Our goal is to work collaboratively with schools to continuously and significantly improve student achievement, align curriculum and instructional practice to Florida’s standards, assist schools to develop their capacity to implement data-driven planning and review processes that foster continuous school improvement.
Assurances We will ensure that we work with district staff and school administrators to design and
collaborate on systems that address professional learning needs related to improving student outcomes.
We will ensure that curriculum is current and at a high level (rigorous) meeting local, state, and national standards.
We will ensure that researched-based best practices (programs and processes) are utilized regarding student curricular needs and student learning patterns.
We will ensure services are provided that target closing the achievement gap by improving the performance of all students while drastically accelerating the achievement of students of color, English Language Learners (ELL), Exceptional Student Education (ESE) and students living in poverty.
Academic Services
Academic Services
21st Century Skills Tony Wagner, The Global Achievement
Gap
1. Critical Thinking and Problem Solving
2. Collaboration and Leadership3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information7. Curiosity and Imagination
Academic Services
Bell Ringer: Thinking/Talking Chips1. First read and think about the question2. Next , anyone can begin by responding to the question by placing
his/her chips in the center of the table until everyone has placed at least one chip in the center.
3. If you still have chips continue the discussion using his or her chips or until time is called.
Academic Services
QuestionWhy is developing a plan of action vital for
building capacity and professional learning growth as it relates to understanding the mathematical shifts (FOCUS,
COHERENCE, & RIGOR) for common core?
Revisiting Action Plan - Focus
What is shift 1? What does it demand?
What are the implications for your
school as you implement shift #1?
What will this mean you have to change
about the practices at your school?
What challenges/obstacles will you face at your
school?
What could you remove this semester
in order to make room for these shifts?
To what extent can you identify students who lack
the deep conceptual understanding required
for the next phase of learning?
Academic Services
Revisiting Action Plan- Coherence
What is shift #2? What does it demand?
What are the implications for your
school as you implement shift #2?
What will this mean you have to change
about the practices at your school?
What challenges/obstacles will you face at your
school?
What could you remove this semester
in order to make room for these shifts?
To what extent can you identify students who
lack the deep conceptual understanding required
for the next phase of learning?
Academic Services
Why RIGOR ???
Rigor demands students acquire a balance of
conceptual understanding, procedural fluency, and
application/ problem-solving skills.
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RIGOR
Procedural Skills andFluency
Deep Conceptual
Understanding
Application
CCSS Engage NY
Research Achievethecore.org
Academic Services
Procedural Skill and Fluency
Speed and accuracy in calculations
Structure class time and/or homework time to practice core functions
Practice core functions to understand and manipulate more complex concepts
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Required Fluencies K- 8
Academic Services
Rigor: FLUENCYStudent Task Teacher Task
Administrators/ Leadership Task
Time to practice with intensity and skill in high volumes
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Conceptual UnderstandingTeach more than how to get the answers, instead support ability to access concepts
from a number of perspectives
Demonstrate deep conceptual understanding of core math functions by
applying them to a novel situation
Supports aspects of fluency and application
Academic Services
Rigor: CONCEPTUAL UNDERSTANDING
Student Task Teacher TaskAdministrators/ Leadership
Task
Utilize 8 Standards for Mathematical Practice to understand different concepts
Demonstrate mastery of content and concepts at a deeper level
Academic Services
Standards Demands..
Mastery of skills
Multi-step problems
Explain Justify
Solving non-routine
CCSS 8 MP
Eight Mathematical Practices 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
8 Standards of Mathematical
Practice
CCSS
Academic Services
AchieveThe Core
CCSSWriters
Illustrative Mathematics
• 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 with longstanding importance in
mathematics education.
Mathematical CCSS pg.6
Standards for Mathematical Practice
Academic Services
Application( Modeling)Concepts and procedures are
appropriately utilized even when not prompted
At all grade levels provide opportunities for students to apply math concepts to
“real world” situations
Other content areas use math concepts particularly, in science , use grade level
appropriate math to make meaning.
What Is Mathematical Modeling?
Is problem finding before problem solving. So often in mathematics, we say ―prove the
following theorem or ―solve the following problem. When we start at this point, we are ignoring the fact that finding the theorem or
the right problem was a large part of the battle.
Henry O. Pollak
Rigor: APPLICATIONStudent Task Teacher Task
Administrators/ Leadership Task
Ability to apply math in other content areas and real world to make it relevant
Ability to choose the correct math concept to solve a problem without being prompted
Academic Services
Academic Services Instructional Visit Look For Checklist
Academic Services
Advancements with PARCC for Math
• The rigor in the Standards is through innovation, technology, and item design…
Math PARCC Advancement
s:
Academic Services
Guided Learning Task/Problem
Student from three classes at Hudson Valley Elementary School are planning a boat trip. On the trip there will be 20 students from each class,
along with 11 teachers and 13 parents.
Part A:Write an equation that can be used to
determine the number of boats, b, they will need on their trip if 10 people ride
in each boat
Equation b=_______________
Part B:How many boats will be needed for the
trip if 10 people ride in each boat? Show your work.
Answer: ______ boats
Part C:It will cost $35 to rent each boat used for the trip. How much will it cost to rent all
the boats needed for the trip? Show your work.
Answer: $_________________
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Collaborative/Group Learning Task
Groups will…….1. Review the problem independently (2 minute)2. Together discuss and identify the standards aligned to
the problem and determine which fluencies are required to fluently solve the problem
3. Determine the skills /abilities students will need to solve the problem
4. Discuss and identify which Mathematical Practices can be utilized to solve the problem
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Processing Activity: Rally Robin
Reflect and share how this information will assist your school in planning, connecting, and implementing key
elements for the mathematical shifts required for common core.
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Participant Scale and Reflection(Please complete and turn in)
0-Not Using
•No understanding or implementation steps taken away
1-Beginning
•Little understanding and inconsistent implementation steps taken away
2-Developing
•Moderate understanding and implementation steps taken away
3-Applying
•Consistent understanding and implementation steps taken away along with monitoring componets for effective execution
4-Innovating
•In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways
Academic Services