Transcript of January 30, 2012 Dunloggin Middle School Welcome to the Secondary Mathematics Curriculum Academy!
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- January 30, 2012 Dunloggin Middle School Welcome to the
Secondary Mathematics Curriculum Academy!
- Slide 2
- Introductions
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- Academy Resources
http://secmathcurriculum.wikispaces.com/Curriculum+Acad emy Join
the wiki!
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- The State of Mathematics U.S. fifteen year olds currently rank
25 th in the world in mathematics Over 40% of our high school
graduates are not ready for college mathematics There are
significant gaps in achievement among student groups
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- Transition to Common Core
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- Instructional Implications The [CCSC] standards are a rigorous
set of expectations. According to these standards, it is not enough
for students to learn procedures by rote. Nor, on the other hand,
is it enough for students to understand the concepts without being
able to apply them to solve problems. Nor, finally, is it enough
for students to learn the important procedures of mathematics
without attaining skill and fluency in them. -PARCC Model Content
Frameworks for Mathematics
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- A Balanced Approach
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- A Warm-Up Activity Solve the problem: Bill bought 3 candy bars
for $2.40. At the same price, how much would 20 candy bars
cost?
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- A Warm-Up Activity Solve the problem: Bill bought 3 candy bars
for $2.40. At the same price, how much would 20 candy bars
cost?
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- A Warm-Up Activity Solve the problem: Bill bought 3 candy bars
for $2.40. At the same price, how much would 20 candy bars
cost?
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- Other Possibilities
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- How Do We Achieve This? Develop high-quality instructional
resources for teachers Provide access & opportunity for
teachers to understand the standards and expectations at a deep
level Provide ongoing support as we transition
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- Your Team Charge Develop Essential Questions/Big Ideas &
Common Misconception Develop a minimum of 2 worthwhile math tasks
per unit Develop a minimum of 2 UDL lessons per unit Develop a
minimum of 2 disciplinary literacy samples per unit Develop/find
resources to support conceptual development of standards Reference
& link resources to standards (pencasts, PD tools, sample
lessons, lesson seeds, etc.) Develop Seminar Resources
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- What is a Worthwhile Math Task? 1. The problem has important,
useful mathematics embedded in it. 2. The problem requires
higher-level thinking and problem solving. 3. The problem
contributes to the conceptual development. 4. The problem creates
an opportunity for the teacher to assess what his or her students
are learning and where they are experiencing difficulty. 5. The
problem can be approached by students in multiple ways using
different solution strategies.
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- What is a Worthwhile Math Task? 6. The problem has various
solutions or allows different decisions or positions to be taken
and defended. 7. The problem encourages student engagement and
discourse. 8. The problem connects to other important mathematical
ideas. 9. The problem promotes the skillful use of mathematics. 10.
The problem provides an opportunity to practice important
skills.
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- Evaluating Math Tasks Fuel for Thought A teacher gives her
students the following quiz taken from an article in the New York
Times (Chang 2008) and asks them to explain their reasoning: Quiz
time: Which of the following would save more fuel? a) Replacing a
compact car that gets 34 miles per gallon (MPG) with a hybrid that
gets 54 MPG. b) Replacing a sport utility vehicle (SUV) that gets
18 MPG with a sedan that gets 28 MPG. c) Both changes save the same
amount of fuel.
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- Evaluating Math Tasks Marys Salary Mary makes $30,000 per year.
Her salary increase by $2,000 per year. a) Write an equation for
the amount of money that Mary will make in x years. b) Find the
amount of money that Mary will be making in 10 years.
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- Evaluating Math Tasks Assigning Frequencies The Federal
Communications Commission (FCC) needs to assign radio frequencies
to seven new radio stations located on the grid at the right. Such
assignments are based on several considerations, including the
possibility of creating interference by assigning the same
frequency to stations that are too close together. In this
simplified situation, we assume that broadcasts from two stations
located within 200 miles of each other will crate interference if
they broadcast on the same frequency, whereas stations more than
200 miles apart can use the same frequency to broadcast without
causing interference with each other. How can the following radio
stations be assigned frequencies so that no stations interfere with
each other? What is the fewest number of frequencies needed?
(Adapted from Hirsch et al. [2007])
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- Task Enhancement In your table groups, select one of the tasks
and discuss how the task could be improved to receive a better
evaluation. What about the task should remain the same? What about
the task needs to be changed/modified?
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- Online Resources Annenburg Learner: http://learner.org
http://learner.org NCTM Illuminations:
http://illuminations.nctm.org/ http://illuminations.nctm.org/ NCTM
Figure This!: http://www.figurethis.org/index.html
http://www.figurethis.org/index.html
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- What is UDL? Universal Design for Learning is a set of
principles for curriculum development that give all individuals
equal opportunities to learn. UDL provides a blueprint for creating
instructional goals, methods, materials, and assessments that work
for everyone- -not a single, one-size-fits-all solution but rather
flexible approaches that can be customized and adjusted for
individual needs.
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- Brain Networks
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- Principle III: Provide Multiple Means of Engagement Guideline
7: Provide options for recruiting interest Guideline 8: Provide
options for sustaining effort and persistence Guideline 9: Provide
options for self-regulation
http://www.udlcenter.org/aboutudl/udlguidelines/principle3
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- Principle I: Provide Multiple Means of Representation Guideline
1: Provide options for perception Guideline 2: Provide options for
language, mathematical expressions, and symbols Guideline 3:
Provide options for comprehension
http://www.udlcenter.org/aboutudl/udlguidelines/principle1
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- Principle II: Provide Multiple Means of Action & Expression
Guideline 4: Provide options for physical action Guideline 5:
Provide options for expression and communication Guideline 6:
Provide options for executive functions
http://www.udlcenter.org/aboutudl/udlguidelines/principle2
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- Designing a UDL Lesson
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- Break Time!
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- Disciplinary Literacy What is Disciplinary Literacy? What are
the implications for Mathematics Instruction?
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- The Nuts & Bolts of Curriculum Writing Format & Style
You are writing documents that will be seen by various
professionals Consistent Formatting: Times New Roman, 12 pt font, 1
inch margins all sides Use lesson plan template for UDL and UDL
checklist All variables must be italicized Use Equation Editor
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- The Nuts & Bolts of Curriculum Writing Format & Style
You are writing documents that will be seen by various
professionals Consistent Formatting: Times New Roman, 12 pt font, 1
inch margins all sides Use lesson plan template for UDL and UDL
checklist All variables must be italicized Use Equation Editor
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- The Nuts & Bolts of Curriculum Writing
Images/Diagrams/Figures We will be working to have consistency with
images (coordinate grids, number lines, etc.) You will not be
spending time creating figures hand draw it and we will have a
technician draw ImagesCreative Commons & must cite
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- The Nuts & Bolts of Curriculum Writing Resources &
References APA Citations for any references in our word files Any
inspiration needs to be referenced and we may need to get formal
permissionWe cannot simply borrow and change numbers Must comply
with all Copyrights (print and online resources)
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- The Nuts & Bolts of Curriculum Writing Drafts/Storage/Best
Practices Keep running date of draft For some files you will be
collaborating on a GoogleDocgive your project lead your Google
Account info Once your file is ready for OSM/editor (beyond project
lead) either you or your project lead will upload to
secmathcurriculum wiki Some teams may also use DropBox
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- The Nuts & Bolts of Curriculum Writing Meetings Some face
to face meetings will be required to maintain consistency &
allow for collaboration Project leads will set the meeting schedule
Some work will be on your own You are committing to up to 50 hours
of work beyond the school day
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- The Nuts & Bolts of Curriculum Writing Deadlines Project
Deadline (MS) is May 11 th Project leads may be setting additional
checkpoints/deadlines
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- The Nuts & Bolts of Curriculum Writing Payroll Need to
complete Writer Invoice each month and submit to Project Lead for
reviewinclude group meetings Project leads will send you the due
dates for time sheets Your pay rate is $25/hr
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- What to do if I may not be able to commit to 50 hours? I am not
sure what a content standard means? I start to feel
overwhelmed?
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- Questions?
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- Team Meetings