It’s our final week together!
TOPIC:
Assessment and the Common Core
READING FOR THIS WEEK:
Coming Soon: A New Generation of Assessments by Nancy A. Doorey (article in Educational Leadership December 2012/January 2013, p. 28-34)
THIS WEEK’S PROMPT:
- Visit the Smarter Balanced website and try the practice items: http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm
- What differences do you see between Smarter Balanced and current WA state assessments (MSP or EOC)? What needs to be happening in math classrooms to prepare students to be successful on the Smarter Balanced assessment?
DUE DATES:- by Monday, November 25 Your initial response to the prompt should be posted.
- by Thursday, November 28 Revisit this site and respond to at least one of your fellow participant’s comments.
If you need help posting your comment, watch this video.
We are rounding the home stretch!
TOPIC FOR THIS WEEK:
Applying the Standards for Mathematical Practices in the Classroom
READING:
Standards for Mathematical Practices Progression through Grade Levels (pdf)
www.k12.wa.us/CoreStandards/pubdocs/MPbyGradeLevel.pdf
THIS WEEK’S PROMPT:
It’s time to put the pedal to the metal.
- Choose a problem or task from your curriculum that uses a “traditional” approach to teaching mathematics.
- Using this week’s reading and ideas from chapter 4, change the activity so it incorporates one or more of the mathematical practices. If possible, test drive it with your students.
- Share your successes and struggles with “Common Core-ing it up”.
DUE DATES:
- by Monday, November 18 Your initial response to the prompt should be posted.
- by Thursday, November 21 Revisit this site and respond to at least one of your fellow participant’s comments.
If you need help posting your comment, watch this video.
READ FOR NEXT WEEK:
Coming Soon: A New Generation of Assessments by Nancy A. Doorey (article in Educational Leadership December 2012/January 2013, p. 28-34)
Next week’s prompt will be posted on Thursday, November 21.
Thanks for your responses from last week. This week we are going to watch a video that shows some of the mathematical practices in action. Get your popcorn ready!
TOPIC FOR THIS WEEK:
Finding Evidence of Standards for Mathematical Practice in the Classroom
READING AND MEDIA:
1) Navigating the Mathematics CCSS, rest of Chapter 3 (p. 64-75)
2) View the video of Exemplary Lesson with Fran Dickinson’s 5th and 6th graders (it’s the video on the left).
http://insidemathematics.org/index.php/math-standards-together
THIS WEEK’S PROMPT:
- PART A: Fran Dickinson planned the lesson to include mathematical practices #3, 6, 7 and 8. Give specific evidence of where you see these mathematical practices in the video.
- PART B: The mathematical practices are not intended to be taught in isolation. How did Fran integrate the practices with the content standards in his lesson?
DUE DATES:- by Monday, November 11 Your initial response to the prompt should be posted.
- by Thursday, November 14 Revisit this site and respond to at least one of your fellow participant’s comments.
If you need help posting your comment, watch this video.
READ FOR NEXT WEEK:
Standards for Mathematical Practices Progression through Grade Levels (pdf)
Next week’s prompt will be posted on Thursday, November 14.
We're on the downhill slope. It's wonderful to work with such a professional, articulate, and insightful group.
TOPIC:
Overview of Standards for Mathematical Practice
READINGS FOR THIS WEEK:
1) Go Figure by Marilyn Burns (article in Educational Leadership December 2012/January 2013, p. 42-46)
2) Navigating the Mathematics CCSS, first part of Chapter 3 (p. 47-64)
THIS WEEK’S PROMPT:
As you read about the Standards for Mathematical Practice, think about your own classroom.
- Describe how you are already using one of the practice standards.
- Pick one practice standard that might be easy to add to your instructional repertoire and describe how you might do so.
- Name one practice standard which would be more challenging to implement and describe why.
DUE DATES:- by Monday, November 4 Your initial response to the prompt should be posted.
- by Thursday, November 7 Revisit this site and respond to at least one of your fellow participant’s comments.
If you need help posting your comment, watch this video.
READ FOR NEXT WEEK:
Navigating the Mathematics CCSS, rest of Chapter 3 (p. 64-75)
Next week’s prompt will be posted on Thursday, November 7.
Welcome to Week 4--half-way mark.
TOPIC FOR THIS WEEK:
Shift #3: Rigor (Conceptual Understanding, Procedural Fluency, Real-World Application)
READING:
Navigating the Mathematics CCSS Chapter 4 (p. 77-89)
THIS WEEK’S PROMPT:
Rigor in the Common Core consists of three equally important elements: conceptual understanding, procedural fluency, and real-world application.
- Is your current instructional model for mathematics balanced in terms of these three elements and how they each engage students in rigorous thinking?
- If so, what specific strategies help you successfully balance these elements?
- If not, how could you intentionally increase rigor in your classroom?
DUE DATES:- by Monday, October 28 Your initial response to the prompt should be posted.
- by Thursday, October 31 Revisit this site and respond to at least one of your fellow participant’s comments.
If you need help posting your comment, watch this video.
READ FOR NEXT WEEK:
1) Go Figure by Marilyn Burns (article in Educational Leadership December 2012/January 2013, p. 42-46)
2) Navigating the Mathematics CCSS, first part of Chapter 3 (p. 47-64)
Next week’s prompt will be posted on Thursday, October 31.
This is an exciting time for education! Your thoughtful responses were full of insight about getting our students future ready.
TOPIC FOR THIS WEEK:
Shift # 2: Coherence--Content Progressions
READINGS:
1) Navigating the Mathematics CCSS Chapter 2 (p. 23-44) and Appendix A (p. 94-95)
2) Content Progressions and Shifts Document (pdf)
THIS WEEK’S PROMPT:
Coherence is developed in the CCSS through deliberate learning progressions within and between grade levels.
- Respond to the authors’ assertion on page 25 that “knowledge of learning progressions can benefit the process of curriculum design, improve diagnosis of student misconceptions, inform intervention processes for students struggling in mathematics, and ultimately improve teacher knowledge of how students learn mathematics.”
DUE DATES:
- by Monday, October 21 Your initial response to the prompt should be posted.
- by Thursday, October 24 Revisit this site and respond to at least one of your fellow participant’s comments.
If you need help posting your comment, watch this video.
READ FOR NEXT WEEK:
Navigating the Mathematics CCSS Chapter 4 (p. 77-89)
Next week’s prompt will be posted on Thursday, October 24.
Great responses and discussion last week!
TOPIC FOR THIS WEEK:
Shift #1: Focus - The Big Picture
READING:
Navigating the Mathematics CCSS Chapter 1 (p. 1-21)
THIS WEEK’S PROMPT:
In Chapter 1, we read that there are three major shifts represented by the Common Core Math Standards--focus, coherence, and rigor.
- How does the design and intent of the CCSS support focus in grades K-12?
- As we shift to teaching fewer concepts in greater depth, what are the implications for your planning and instruction?
DUE DATES:- by Monday, October 14 Your initial response to the prompt should be posted.
- by Thursday, October 17 Revisit this site and respond to at least one of your fellow participant’s comments.
If you need help posting your comment, watch this video.
READ FOR NEXT WEEK:
1) Navigating the Mathematics CCSS Chapter 2 (p. 23-44) and Appendix A (p. 94-95)
2) Content Progressions and Shifts Document (pdf)
Next week’s prompt will be posted on Thursday, October 17.
