embracing the common core standards in mathematics wholeheartedly what has changed and why? dr....

40
Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS- Ralph Ellison IMathination 2013 – January 26, 2013 St. Charles, IL

Upload: geoffrey-damian-tate

Post on 20-Jan-2016

215 views

Category:

Documents


2 download

TRANSCRIPT

Page 1: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

Embracing the Common Core Standards in

Mathematics Wholeheartedly

What has changed and why?

Dr. Lamont Holifield, CICS-Ralph EllisonIMathination 2013 – January 26, 2013St. Charles, IL

Page 2: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

AgendaCCSS Rationale: Why the Need to Change

The Need for Critical Thinking in MathematicsThe Shift in Cognitive Demand What Common Core Is NotMajor ContentionsProfessional DevelopmentParadigm Shift

First Look at the CCSS Eight Mathematical Practices

Common Core Implementation Ideas (Strategies, Sample Lessons, Etc…)

Closing

Page 3: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

THIS!

Page 4: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

NOT THAT!

Page 5: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013
Page 6: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

CCSS Rationale:

CCSS: www.corestandards.org/math

Toward greater focus and coherence

“Because the mathematics concepts in [U.S.] textbooks are often weak, the presentation becomes more mechanical than is ideal. We looked at both traditional and non-traditional textbooks used in the US and found this conceptual weakness in both.”

— Ginsburg et al., 2005

Page 7: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

The Need for Critical Thinking In

MathematicsQuote from How to Teach Thinking Skills Within the Common Core

“The principal goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive, and discoverers, who can be critical and verify, and not accept, everything they are offered.”

Page 8: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

What Common Core Is Not!

Consider this quote from the National Governor’s Association Center for Best Practices & Council of Chief State School Officers.

“These standards are not intended to be new names for old ways of

doing business. They are a call to take the next step. It is time for

states to work together to build on lessons learned from two decades

of standards based reforms. It is time to recognize that standards

are not just promises we intend to keep.”

Page 9: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

The What, Why, and How

Page 10: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

Major ContentionsThere is a difference between the intended curriculum an external authority establishes and the implemented curriculum that individual teachers teach in the classroom each day.

Students cannot learn what they are not taught.

The quality of instruction students receive each day is the most important factor in their learning of mathematics.

Providing more good teaching in more classrooms more of the time requires high-quality professional development for those who deliver mathematics instruction.

Page 11: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

Professional Development???

Must be ongoing rather than sporadic.

Embedded in the routine practice of the school.

Occur in the workplace rather than relying on workshops.

Collective and Team-Based vs. Individualistic

Focused on Student Achievement vs. Adult Activities

Page 12: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

Paradigm Shift RequiredIs your focus on covering the mathematics curriculum or is the focus on students’ learning?

Are you interested in creating documents in isolation or collaborating and sharing collective responsibility?

Do you believe in the use of assessments to prove what students have learned or do you look at them as tools to improve students’ learning?

Do you use evidence of students’ learning to assign grades or to inform or improve professional practice?

Page 13: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

Think About This:

As a mathematics teacher, how often have you heard from others or personally felt obligated to reteach much of what students were supposed to have been taught the previous year(s)?

Turn and Talk about some possible reasons for this phenomenon!

Page 14: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

CCSS – A Move In the Right Direction

This standards offer possibilities and have the potential to address the prevalent concern that U.S. students have historically learned mathematical content in a superficial manner in which concept and skills are approached as discrete and unrelated topics without application.

Although GREAT TEACHING looks different in every classroom, the Common Core standards expects us to commit to high-quality instruction as an essential element of successful student learning.

Page 15: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

Prerequisite for Teaching using CCSSImplementation of the standards with fidelity requires us to:• Not just teach mathematics content• Teach students processes and proficiencies for

ways of thinking and doing mathematics—a habit of mind

• Participate in collaborative team discussions—which is the vehicle that aids us in creating and implementing rigorous and coherent mathematics curriculum and prevents ineffective instructional practices.

Page 16: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

Collaboration“The Same Old, Same

Old . . . NO!

Truly COLLABORATING requires one to:

“balance personal goals with collective goals, acquire resources for [your] work and share those resources to support the work of others.”

Page 17: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

Think About It!

We are often accustomed to working toward success for each of our students by ourselves, without an articulated or shared image of what it would look like in a mathematics classroom.

If we asked each teacher on your team to list his or her top three non-discretionary teaching behaviors critical to student success, would the top three reveal a coherent and focused vision for instruction from your team?

Page 18: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

High Impact Collaborative Teams

FocusFocused on student learning

Focused on assessment of the decision teacher team members make

Focused on people rather than programs.

Page 19: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

Seven Stages of Teacher CollaborationStage 1: Filling the Time

Stage 2: Sharing Personal Practice

Stage 3: Planning, Planning, Planning

Stage 4: Develop Common Assessments

Stage 5: Analyzing student learning

Stage 6: Adapting Instruction to Student Needs

Stage 7: Reflecting on Instruction

Page 20: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

Common Core Standards For Mathematical Practices

 1. Make sense of problems and persevere in solving them.

 2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4.Model with mathematics.

5.Use appropriate tools strategically.

6.Attend to precision.

7.Look for and make use of structure.

8.Look for and express regularity in repeated reasoning.

Page 21: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

Groupings of Mathematical Practices

MP 1 and 6: Overarching Habits of Mind (encompasses all of the practices).

MP 2 and 3: Reasoning and Explaining

MP 4 and 5: Modeling and Using Tools

MP 7 and 8: Seeing Structures and Generalizing

Page 22: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

Essential QuestionsUnderstanding CCSS

Mathematical Practices

1. What is the intent of this CCSS Mathematical Practice, and why is it important?

2. What teacher actions develop this CCSS Mathematical Practice?

3. What evidence is there that students are demonstrating this CCSS Mathematical Practice?

Page 23: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013
Page 24: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

Power Standard 1

Making Sense of Problems and

Persevering in Solving Them

Page 25: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

Intent and Importance

Problem Solving is one of the hallmarks of mathematics and is the essence of doing mathematics.

When students problem solve, they draw on their understanding of mathematical concepts and procedures with the goal to reach a successful response to the problem.

To students, this is a source of frustration!

Page 26: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

Tendency

Page 27: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

In the Spirit of Mathematics

Page 28: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

Teacher Actions that Support Development

of MP 1Six Planning Questions

1. Is the problem interesting to students?

2. Does the problem involve meaningful mathematics?

3. Does the problem provide an opportunity for students to apply and extend mathematics?

4. Is the problem challenging for students?

5. Does the problem support the use of multiple strategies?

6. Will students’ interaction with the problem reveal information about the student’ mathematics understanding?

Page 29: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

Sample Geometric Probability Problem

Determine the probability that a point randomly chosen in the square lands in each of the shaded regions.

Page 30: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

Students’ Methodology

Some will want to use a ruler as they solve the geometric probability.

Some students will get stuck with the unfamiliar shaded area in the middle of the square.

Some will want to use a formula for finding area.

Some may demonstrate an understanding of what area means as a measure of so many square units of surface.

Page 31: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

Question to Ponder

Without providing too much of a lead to the solution, what types of advancing or assessing thinking questions might you ask students who are stuck?

And what will be the expected precision of student response regarding both the explanation of their answer and the computation format of the answer.

In the first square are 25%, ¼, one out of four or 1:4 acceptable student responses? Attending to precision becomes an important habit of mind.

Page 32: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013
Page 33: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

Deconstructing Power Standard 1

FROM THIS

To this!

POOFPPOOF!

Page 34: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013
Page 35: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

Power Standard 6Attend to Precision

Page 36: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

Is this okay?

ln(x + 1) = 2 = (x + 1) = e^2 = x = e^2 – 1 = 6.389

When Actually the Student Means

ln(x + 1) = 2

x + 1 = e^2

x = e^2 – 1

x= 6.389

not the ln(x + 1) = 6.389

Page 37: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

Common Core Toolkit Examination

Which can you immediately use?

What ideas have the session triggered?

What questions do you still have?

Next Steps . . . .

Page 38: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

Common Core integration in Lesson Planning

Page 39: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

Resources

Common Core Mathematics in a PLC at Work (High School) by Zimmerman, Carter, Kanold and Toncheff

How to Teaching Thinking Skills Within the Common Core by Bellanca, Forgarty, and Brian M. Peter

go.solution-tree.com/commoncore

Page 40: Embracing the Common Core Standards in Mathematics Wholeheartedly What has changed and why? Dr. Lamont Holifield, CICS-Ralph Ellison IMathination 2013

Special Thanks

I appreciate your participation in today’s session!

Should you desire to communicate with me further, please contact me at:

Lamont Holifield

C.I.C.S. – Ralph Ellison High School

1817 W. 80th Street, Chicago, IL 60620

[email protected]