October 25, 2014

Differentiated Implementation of the Problem Based Task

High School Integrated Math I, II, III

2

Discussion Overview

•Introduction

• Rebecca Johnson, Ed.S.

-District Solutions manager

-former Georgia middle and high school math

teacher

• Walch’s solutions for CCSS Math

• Differentiated Implementation of Problem Based Tasks

3

Walch 2006 and on (cont)

Guided by relevant research and information

• CCSS IP: Math I, II and III:• CCSS Standards• Problem- based instructional foundation• 8 Standards for Mathematical Practice• “Designing HS Math Courses based on CCSS”

Appendix A• Publishers’ Criteria- Focus, Coherence, Rigor

• Expectations of SBAC

• Input from teachers, math leaders, administrators

• Research on effective mathematics instruction

• Flexible and responsive: Medium, technology, scope, timing

Standards-based, tailored mathematics resources

4

Walch 2006 and on (cont)

Focus on equipping and empowering teachers

• Strict alignment with explicit objectives

• Core materials with ample choices

• Background on standards and content embedded

• Options for remediation and enhancement

• Variety to address a range of learners

• Technology as appropriate to extend and engage

Standards-based, tailored mathematics resources

Teachers

First

5 Walch’s Integrated Pathway

MathematicsCCSS IP Math I, II and III components

• Teacher Resources (comprehensive, flexible, coherent)

• Consumable Student Workbooks

• Hard Cover Student Resource Books

• Digital Resources • PPT Warm-Ups with video clips• PPT Instruction: 450+ interactive applets• ExamView (pre, progress and unit tests and item banks)

• WalchWeb• Online unit assessments (SBAC item types and equation editor)• Teacher and student materials (PDFs)• Additional resources and links

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Product Development Overview

• CCSS IP Math I, II, III Honors Supplements : a collection of coordinated lessons to provide additional challenge and mathematical sophistication

• CCSS IP Math I, II, III Support Supplements: a collection of coordinated lessons to provide additional support, remediation, and review of pre-requisite skills

• Expanded Online SBAC-type Assessment Banks for Math I, II, III: more SBAC-type assessment items to allow teachers to compile additional tests and practice opportunities for their students

• Expanded Crosswalks for Math I, II, III: to MVP tasks and other digital resources (IXL, Khan Academy, etc.)

• New, multi-dimensional tasks for enrichment• Other TBD

Development priorities for 2015/2016 include

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Mathematics

• Sublessons (1-3 days) centered on problem-based tasks, supported by warm ups and debriefs, common errors and misconceptions, coaching questions, practice, etc

• Student Resource Books (SRBs) recap vocabulary and key concepts, include guided practice examples and additional practice and test prep

CCSS IP Math I, II and III components (cont)

Teacher Resources SWB

Program/Scope LessonsSublessons and

Problem Based Tasks AppletsExamples and

Problems

Math I 28 65 130 1,000+Math II 37 88 176 1,400+Math III 24 71 142 1,100+

8 Walch’s Integrated Pathway

MathematicsWalchWeb resources can be hosted on your LMS or we can provide

9 Walch’s Integrated Pathway

MathematicsWalchWeb includes SBAC-type unit assessments

WalchWeb Demo

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NCTM Principles to ActionNational Council of Teachers of Mathematics

11 Walch’s Integrated Pathway

MathematicsLessons are designed around tasks

Problem based Task

Warm Up

Guided and Independent

Practice

Group ActivitiesDirect Instruction

Formative SBAC-type assessments

DOK 3 or 4; 1 or 2 with coaching questions

Teachers, schools, districts can go straight to the task in each sublesson, or augment it with other elements according to circumstances

12 Walch’s Integrated Pathway

Mathematics

•a meaningful context that may transcend traditional school subjects•options for different ability levels of students choices - tasks that can be solved in different ways•physical objects, models, or representations to use as they work toward a solution

Problem Based Tasks give students:

•Used to walk students through the application of the standard•Can be used prior to instruction or at the end of instruction•Optional Coaching Questions guide students to solving the problem(s) presented in the task

Problem Based Tasks:

•CCSS Math I, II, and III provide opportunities to implement the 8 Mathematical Practices in the classroom in real world contexts

Real World Contexts:

13 Common Core State Standards

for Mathematical Practice

•Define and describe the important skills and tools needed for applying mathematics effectively in school, on the job, and in life.

•The eight Practices build upon and exceed old ideas about problem solving—expanding and enriching the tool kit needed for the 21st century.

14 Walch’s Integrated Pathway

Mathematics

•Work with a partner to review and solve the sample Problem Based Task. Use the Coaching Questions to guide you as if you were a student.

•Note opportunities for 8 Mathematical Practices

•Consider facilitation, prompts, classroom discourse

•Once complete, we will discuss findings as a group.

How do these problems provide opportunity to develop and use the 8 Mathematical Practices?

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Mathematics

• Students arrive to Warm-Up video clip (PPT)• Solve Warm-Up problem (SWB) and discuss• Introduce new topic – use PPT to review key ideas and

model concepts with interactive applet• Problem based task (SWB)• Coaching questions as appropriate (TRB)• Discuss PBT solution and strategies• Assign homework (SRB)

Classroom scenario 1

16 Walch’s Integrated Pathway

MathematicsClassroom scenario 2

Day 3: Station Activities to Synthesize Learning

Day 1: Pre-Assessment

Day 2 Homework:

Practice from SRB or Online

PBT

PBT w/ Coaching

Small Group

• Support content• Additional Guided

Practice with Applets online• IXL or

Recommended Resources

• PBT with Coaching

(online or paper)

Independent

Supported

Guided

Apply data

• Practice• Skills Practice• Progress, SBAC,

Unit Assessment• Honors Content• Recommended

Resources for Extension

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Mathematics

For a block schedule class:

• Divide class into small groups to cycle through station activities (TRB/SWB)

• Think-pair-share (TRB) to debrief using discussion guide

• Use Debriefing session to determine which standards need further clarification

• Review necessary standards and assign practice problems or PBT accordingly (SWB)

• Assign homework (SRB or WalchWeb)

Classroom scenario 3

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Mathematics

•Use the Pre-Assessment that corresponds to the given PBT then examine sample Pre-Assessment Data

•Group students as Independent, Supported, or Guided

•Complete the handout then prepare to discuss

Differentiated Implementation of the Problem Based Task

19 Walch’s Integrated Pathway

Mathematics

Thank you for your time and your interest and

in Problem Based Task Implementation

Rebecca Johnson, rjohnson@walch.com, 678-552-3594

www.walch.com