february 20th, 2014. why change the way we teach? act report (summer, 2013) “most high school...
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CCMS Math NightFebruary 20th, 2014
Why Change the Way We Teach?ACT Report (Summer, 2013)
“Most high school graduates who took the ACT tests this year are not prepared for college or even life, according to data released by the testing company.” (Phillip Elliott, 8/2013).
Only 44% of test takers met readiness benchmark.
More Reasons Why – On the 2013 National Assessment of
Education Progress (NAEP) Mathematics Assessment, 64% of 8th graders performed below the proficiency level nationally.
U.S. is 31st in Performance in Mathematics as measured by Program for International Student Assessments (PISA).
Even in Culver City – CCHS CST Scores
10
15
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25
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35
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45
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55
60
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90
2008-2009 2009-2010 2010-2011 2011-2012 2012-2013
African Am.
Asian
Hispanic
White
SED
EL + RFEP
SWD
89.5%
PERCEPTIONS OF A FLAWED SYSTEM
InstructionallyGrading
So Then What?Common Core State Standards (CCSS)
Currently 45/50 states have adopted them, including California.
We will be formally assessed in the Spring of 2015
For more info, go to: www.corestandards.org
To take a look at the assessment they will be taking, go to:www.smarterbalanced.org
COMMON CORE 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.
STANDARDS BASED GRADINGGrades are a measurement of students'
proficiency on well-defined course objectives. Gives real meaning to grades. Point systems that award tasks do not stand up
to scrutiny. Reduces over-quantification occurring in
classes Most importantly – teachers can use grades to
understand and analyze student performance. Teaches what quality looks like (does not
reward substandard work). Gives teachers a clearer metric for how
effective they are.
Enter the MLC… This is a collaborative partnership with
Loyola Marymount University (LMU), Leonetti O’Connell Family Foundation, Louis L. Borick Foundation, and the Cotsen Foundation.
CMAST (MLC) Goals and ValuesGoals:
CMAST provides an apprenticeship and experiential model for professional development to transform math and science education. This is accomplished through the implementation of a Math and Science Teaching (MAST) System intentionally and strategically designed around student learning of mathematics and science in grades K through twelve.
Our Values:Math and science as an exuberant way of lifeAll students can learn and enjoy rigorous mathematics and
sciencePositive, aggressive, and productive perseverance through
obstaclesCommunicate and collaborate to innovate from withinWe embrace a growth mind-set versus a fixed mind set
(Dweck, Carol)
KEY COMPONENTS OF MLC
FOCUS ON ACTIVE LEARNINGEngage in rigorous mathematical tasksLearn the eight Mathematical Practices as a
habit of mindDevelop and strengthen a growth mindsetUtilize their mathematics literacy to
communicateBecome part of the assessment process to
advocate for their learningAssessment for learning
Our Data!This Year
93% of our students earned a “C” or better first semester when compared to 88% the previous six semesters (+5%)
201335% “As” 37% “Bs” 21% “Cs” <1% “Fs”
Previous 6 semesters34% “As” 34% “Bs” 18% “Cs” 3% “Fs”
What does Common Core Mathematics look like
in the classroom?
Students are actively engaged in mathematics.
Students make sense of rigorous mathematical and real-world tasks.
Students take notes that model mathematical thinking and concepts.
Students write and talk about mathematics.
Students reflect on and track progress in their learning.
Students analyze mistakes to inform next steps.
Students develop action plans based on their most recent demonstration of learning.
Active LearningA process for deeper understanding
What is Active Practice?It is the opportunities for “active”
learning experiences, in which students are asked to use ideas by writing and talking about them, creating models and demonstrations, and applying these ideas to more complex problems that require the integration of many ideas, have been found to promote deeper learning, especially when they are combined with reflective learning experiences.
What does “Active Practice” look like in a classroom?Active practice in the classroom:
Can be leveled for different types of learnersGives immediate feedback to the studentCan be with partners or groupsPromotes risk taking with problems that are
more complex Students also have the opportunity to seek help
from the teacher if the practice is not being productive (wrong answers) This one on one conversion is critical to the learning
process to obtain mastery
What does “Active Practice” really look like?
HomeworkTo self-evaluate mastery level –
working aloneAssigned dailyAnswers are often provided with
assignmentStudents reflect on what they
learned from homework and what their next steps are for moving toward mastery.
What is a “Quick Check”?
Students independently demonstrate their
mastery level of particular concept(s).
Why do “Quick Checks”?It provides feedback for students and
teacherStudents record and keep track of
their progressStudents reflect on error types to
target improvementStudents use this information to
determine next steps for moving towards mastery
How is a “Quick Check” done?
During class time
Self-scored, peer-scored, or teacher-scored
Assessment FOR
Learning
Assessment for LearningNow
Then
Assessment for LearningUnit Tests
Demonstration of Mastery on Essential Concepts
Cumulative and Concept-BasedMaterial on test is reflection of what has been practiced and learned in class
Scores replace previous unit test score
Assessment for LearningTest Reflections
Assessment for LearningOpportunities for
Demonstration of MasteryStudents who score at a lower level of
mastery than anticipated, will have the opportunity to defend their mastery on individual concepts according to teacher timeline and requirements
Based on ResearchTo ensure student success in CCSS Mathematics, teachers are working to design an active learning culture where their students….
Engage in rigorous mathematical tasks (William Schmidt and Richard Houang),
Learn the eight Mathematical Practices as a habit of mind (Jo Boaler, David Foster, Brain research/ neuroscience),
Develop and strengthen a growth mindset (Carol Dweck), Utilize their mathematics literacy to communicate (Alan
Schoenfeld and George Polya), andBecome part of the assessment process to advocate for
their learning (Rick Stiggins, Paul Black, Dylan William, Geoffrey F. Cohen, Linda Darling-Hammond).