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Core Academy Skeleton 11 14 12

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					Core Academy 2013

Who
Participants
Middle School Teachers of 7th and 8th Grade Mathematics
High School Teachers of Secondary I or II
High School Teachers of Secondary III
Special Education Teachers
Math Coaches and LEA leaders
Learners at different levels of understanding of the Core and of the CMI Model


Facilitators
Utah teachers of mathematics
Utah mathematics leaders
Utah professors of mathematics and mathematics education



Why
Current Reality: The Utah State Board of Education adopted the new Utah Core Standards,
based on the Common Core State Standards, in 2011. These standards require a considerable
shift in instructional focus and a fair amount of content which may be unfamiliar to teachers.



When
Summer 2013 over 5-6 weeks
Four days, 8-3 with lunch, six hours per day



Where
16 locations throughout Utah. Classrooms equipped with computers and projectors (which may
be provided by facilitators).
What (Content)
Utah’s Effective Teaching Standards
Teaching Cycle
Learning Cycle
Utah’s Core Mathematical Content Standards
Utah’s Core Standards for Mathematical Practice
Mathematics Tasks which complete a learning cycle grounded in the mathematical content
(geometry) of the specific course and illustrate synergy with the effective teaching standards
Instructional design opportunity



What for (Achievement based
objectives)
The writing team will select and write tasks directed at the following goals and will list the
objectives at the beginning of each day’s plan.
Goals
At the end of the four days all (participants and facilitators) will
1. Develop a deeper content knowledge around the geometry standards in each course by
engaging in learning cycles built around the Utah Core content standards.
2. Learn mathematics and improve teaching by engaging in developmentally appropriate and
challenging learning activities based on learning progressions that move students along a
continuum of understanding.
3. Explore the Utah Effective Teaching Standards, make connections to the
the Utah Core, and develop reflective practices based on those standards.
4. Understand and integrate assessment, planning, and instructional strategies in coordinated
and engaging ways to assure learner proficiency.
5. Improve practice by developing strategies for differentiation through the implementation of
the Standards for Mathematical Practice.
6. Develop understanding and appreciation of the integrated model by making connections
among the strands of the Utah Core.
7. Possess increased capacity to collaborate, plan, and teach the Utah Core.
How (Learning Tasks)-
The Integration of Geometry
Guidelines for Writing Teams
   ● Learning Cycles are to be coherent and connect together. Teachers engage in tasks and
       have a conversation about the mathematics (this would be part of the discuss phase of
       the teaching cycle) as well as pedagogy. Guidance for each of the discussions and
       debrief conversations concerning pedagogy is provided in the outlines for each day. The
       writing team will need to flesh out the mathematics of the learning cycles for their levels.

   ●   Providing samples of quality instruction (video, student work, vignettes?) will be a
       powerful part of this professional development. Writing teams should find opportunities
       to collect video for the necessary parts of the outline to fully develop the conversations
       with the participants. This will facilitate addressing the question, “What does it look like
       when students are learning (have learned)?”

   ●   Model use of instructional strategies through each task. For example, facilitators should
       model intentional use of the notebook throughout the workshop.

Day 1: The Learner and Learning
See page 13 & 14 of Utah Effective Teaching Standards (UETS)
Learning Cycle, Progressions, Practice Standards, Nature of Tasks

Crucial Areas:
Mathematical Content: See geometry through the learning cycle
Utah Effective Teaching Standards: Become familiar with the UETS.
The Learner and Learning: What is the experience for the learner?

Time       Task                                                                     Materials
8:20 am    Develop math task- Geometry Learning Cycle
           Math Focus:
           Pedagogy Focus:
           What’s the experience for the learner?
           Norms - mathematical, socio-mathematical, classroom norms and
           then move the conversation toward Utah Effective Teaching
           Standards (UETS) Standard 3.

           Expand on this to introduce all of the Utah Effective Teaching
           Standards(UETS).
           break
           Solidify math task- Geometry Learning Cycle
           Math Content Focus:
           Pedagogy Focus:
What’s the experience for the learner?

Video (Video of the Solidify task just shared, done in a classroom
with students): Debrief. What do teachers do to create the learning
environment and how does that support the development of the
Mathematical Practices?
Lunch
Practice math task- Geometry Learning Cycle
Math Content Focus:
Pedagogy Focus:
What’s the experience for the learner?

Have participants look at the UETS and focus on Standards 1 and 2
and how they connect with the learning cycle.

Discuss how during different parts of the learning cycle, different
Standards of Mathematical Practice rise to the top.

Have participants look at the core and determine which standards
were addressed by the learning cycle.
break
Reflect on “Learning” through the lens of the Utah Effective Teaching
Standards. Introduce the document and have teachers reflect on the
learning that has happened.

  Key Themes and Essential Knowledge for Effective Mathematics
                              Teachers
5 minutes       Read through the Key Themes (p. 5-8) underlining or
highlighting those that seem most critical to effective teaching in a
mathematics classroom.

3 minutes each Each person at the table chooses one bullet and
shares how teachers demonstrate this knowledge and understanding
in their mathematics classroom. What would you see that would be
evidence that teachers have this knowledge and understanding?

10 minutes Which of these key themes is more important now than
might have been true before because of the adoption of the new
core? What is your evidence that the theme you chose is more
important now using the new Utah Core Standards than it was in the
previous core?

Feedback loop for readjustment
What worked for you as a learner?
What didn’t work for you as a learner?
What questions do you have from today’s learning?
Any additional comments, insights, or ideas?
Facilitator reflection and planning time to use feedback to inform the
next day’s practices. Reflect on scheduling and on learning
objectives and analysis of learner experiences.
              ● How did we meet today’s objectives?
              ● What schedule adjustments need to be made?
              ● How did we work together as facilitators?
           Think both in terms of your own context and in terms of issues that
           may be common to all groups.

           Email all the other facilitator groups for your grade level to share
           insights and suggestions for improving the academy in subsequent
           weeks.




Day 2: Instructional Practice: Standard 7 Instructional Strategies
See page 16 of UETS
Differentiation is the focus of the day. Some of the strategies include: Use of technology,
student errors and misconceptions, a student notebook, and other practical strategies to use
where the rubber hits the road while moving learners through the learning cycle.
Time        Task                                                                  Materials

            CMI Framework - deepening the ideas of the learning cycle “Re-        CMI
            view”                                                                 Powerpoint

            Develop math task (This learning cycle should employ technology
            as part of the learning cycle, especially using something like
            Geogebra, Core Tools or an applet. Emphasize using free apps,
            but don’t necessarily discourage teachers from buying a program
            like Sketchpad for their students. Be sure that this learning cycle
            builds on the previous learning cycle.)

            Math Focus:
            Pedagogy Focus:
            What are the teacher moves that you experienced during the task
            that provided differentiated access to the task?
            How do high quality tasks allow opportunities for differentiation?
            How do the representations allow students to engage in the
            mathematics and demonstrate their understanding in various
            ways? What strategies help to maintain the high ceiling, low
            threshhold aspects of the task?
            Make the point that there are strategies that are specific to the
            math content that go beyond just putting students in groups or
            giving them different work.

            Have participants read UET Standard 6C
            Go to rubric and discuss the research that is specific to math.
            What strategies were evident during the task?



            Solidify Understanding Math Task
Math Focus:
Pedagogy Focus:
Video
Watch the video, keeping track of the types of questions and
responses that they get with the various questions.
Reflect on the video: What kinds of questions can be asked? Get
at the idea that teachers need a range of question types besides
simply checking for right and wrong. Bring out ideas about
questions that:
    ● Help students examine and extend their ideas
    ● Help mold ideas into meaningful content that is widely
        shared among students
    ● Help students when they are stuck without giving away the
        next step - ways to scaffold
    ● Help students communicate their ideas to others
    ● Help students feel safe with tentative thinking like, “What
        are you noticing?”


Lunch
Practice math task
Math Focus:
Pedagogy Focus:
Article about questioning or scaffolding. Possibly, “From
Classroom Discussions to Group Discourse” or “Questioning Our
Patterns of Questioning”.
UETS 6d & 7 Instructional Strategies especially 7h,d,e,f


break


6c Instructional Planning: Differentiation
How do you see differentiation throughout the learning cycle?
How should the notebook be used to keep track of the thinking and
learning in the class? How can we communicate to parents about
the use of the notebook? How does keeping a notebook provide
the teacher with opportunities for differentiation?
Spend time planning a math task that has opportunities for
differentiation, and uses technology as one of the strategies.

Feedback loop for readjustment
What worked for you as a learner?
What didn’t work for you as a learner?
What questions do you have from today’s learning?
Any additional comments, insights, or ideas?

Facilitator reflection and planning time to use feedback to inform the
next day’s practices. Reflect on scheduling and on learning
          objectives and analysis of learner experiences.
              ● How did we meet today’s objectives?
              ● What schedule adjustments need to be made?
              ● How did we work together as facilitators?
          Think both in terms of your own context and in terms of issues that
          may be common to all groups.

          Email all the other facilitator groups at your grade level to share
          insights and suggestions for improving the academy in subsequent
          weeks.




Day 3: Instructional Practice: Assessment


Time       Task                                                                   Materials

           CMI Framework - deepening the ideas of the teaching cycle “Re-
           view”

           Develop math Task
           Math Focus:
           Pedagogy Focus:

           Content Knowledge Standard 4
           Debrief with the question: What content knowledge do you need to
           facilitate the discussion? (Chart this) What central concepts, tools
           of inquiry, and structures of the discipline are necessary to
           understand? How are representations used?


          Standard 7 c and f
          Bring in some student work that shows misconception or error.
          Assume that this is work that has been presented to the class. What
          questions would you ask of the class to help make sense of the
          work? What questions would you ask to help work through the
          misconception?

          Solidify Task
          Math Focus:
          Pedagogy Focus:
          Use the Mathematics Practice Standards and Levels of Cognitive
          Demand. Ask participants to write a prompt with a rubric that can
          assess student thinking and respond to it related to the learning
          cycle they just participated in. What assessment questions can you
          use to capture a lot of student thinking with a few quick questions?
          Emphasize the use of the notebook and collecting written responses.
          How can you use the rubric to provide feedback to students?
           Practice
           Math Focus:
           Pedagogy Focus:
           What type of assessment items could be used to assess the work
           done during the practice task? How might assessment of a practice
           task at the end of a learning cycle be different than assessment
           during or after a solidify task?
          If time is available, have participants write assessments for the work
          that they did on the previous day.
           Feedback loop for readjustment
           What worked for you as a learner?
           What didn’t work for you as a learner?
           What questions do you have from today’s learning?
           Any additional comments, insights, or ideas?

          Facilitator reflection and planning time to use feedback to inform the
          next day’s practices. Reflect on scheduling and on learning
          objectives and analysis of learner experiences.
              ● How did we meet today’s objectives?
              ● What schedule adjustments need to be made?
              ● How did we work together as facilitators?
          Think both in terms of your own context and in terms of issues that
          may be common to all groups.

          Email facilitator groups to share insights and suggestions for
          improving the academy in subsequent weeks.


Day 4: Professional Responsibility: Reflection and Continuous Growth, Collaboration


Time       Task                                                                    Materials

           Standard 8d
           Reflect on changes in geometry content
           Review the geometry standards in the core from the two grade
           levels. How does this progression of ideas differ from the
           development of geometry that you have seen in the past? How
           does the progression of geometric ideas build a foundation for the
           things that you are teaching? What things that you are teaching
           are foundational for future work? In what way?

           Geometry seems to develop very differently, what about the other
           standards? How do the ideas in each of the other standards
           develop differently than what you have done in the past?
          Now that you have taken a deep dive into the geometry standards,
          Go through the various standards in the remaining core and identify
          the connections to be made with the geometry standards.
          Lunch
          Reflecting on the Effective Teaching Standards
          Change your life protocol
          Have - do - be
          Be - do - have
           Use video of teacher stories that reflect how the adoption of the
           new core and new teaching strategies has led to increased student
           achievement.
          Facilitator reflection and planning time to use feedback to inform the
          next day’s practices. Reflect on scheduling and on learning
          objectives and analysis of learner experiences.
              ● How did we meet today’s objectives?
              ● What schedule adjustments need to be made?
              ● How did we work together as facilitators?
          Think both in terms of your own context and in terms of issues that
          may be common to all groups.

          Email all the other facilitator groups at your grade level to share
          insights and suggestions for improving the academy in subsequent
          weeks.

           Feedback loop for readjustment
           What worked for you as a learner?
           What didn’t work for you as a learner?
           What questions do you have from today’s learning?
           Any additional comments, insights, or ideas?




7th & 8th Grade Math
Geometry

Secondary I & II
Transformational Geometry

Secondary III
Trig
Things to keep in mind:
   ● Jane Vella’s work regarding working with adult learners.
   ● Who do you want to be? What do you need to do? What do you want to have?
   ● Make sure you integrate the standards. Get teachers into the standards.
   ● Learning cycles can and should relate to each other, not be a collection of learning
       cycles, just like we don’t want a collection of activities.
   ● We want the math to be exciting and new to the teachers but not frustrate them. It
       should also be appropriate for use with the students they will be teaching in the grade
       bands.
   ● Scaffold for the teachers in the way we expect them to scaffold for their students. (this
       should be easy with geometry). There may be special education teachers in the summer
       academy and their should be scaffolding and differentiation for them as there would be
       for their students in a regular class. Model it!
   ● Model the use of the notebook and the use of technology throughout.

				
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