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Foundational Overview of the Common Core State Standards for Mathematics

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Title: Foundational Overview of the Common Core State Standards for Mathematics


1
Foundational Overview of the Common Core State
Standards for Mathematics
MENA Common Core Conference 1-2 November
Dubai, United Arab Emirates Kevin
SimpsonConsultant Pearson School Achievement
Services
2
Outcomes
Connect current practice and articulate the
changes needed to implement the Common Core State
Standards for Mathematics (CCSSM).
3
Todays Agenda
From Standards to Classroom Practice and
Assessment
Reflection and Closing
4
Section 3 Big Questions
What kinds of learning tasks allow students the
opportunity to demonstrate their mathematical
proficiency? How can you establish a classroom
culture of thinking and learning that supports
the vision of the CCSSM?
5
Opening
Learning Tasks Classroom Culture
6
From Standards to Classroom Practice and
Assessment
John Van de Walle on Approach to Teaching
7
From Standards to Practice and Assessment
It is what teachers think, what teachers do, and
what teachers are at the level of the classroom
that ultimately shapes the kind of learning that
young people get.
Andy Hargreaves (quoted in Bay-Williams 2010, 37)
Classroom Discourse
Classroom Norms
Classroom Relationships
(Bay-Williams 2010, 37)
8
From Standards to Practice and Assessment
The Three-Phase Lesson Structure
BEFORE
D URING
AFTER
9
Math Workshop
  • Opening-Beginning
  • Warm Up
  • Objective
  • Interactive discussion to find prior knowledge
  • Expectations for how we will work
  • Introduce concept

10
Math Workshop
  • Work Time-Middle
  • Solo, partner, small group
  • Observe and listen to students
  • Ask questions
  • Conferences one on one or group
  • Small group instruction
  • Prepare for closing

11
Math Workshop
  • Closing-Ending
  • Discussion
  • Instruct
  • Question
  • Reflect
  • Revise
  • Present
  • Homework

12
From Standards to Practice and Assessment
The Three-Phase Lesson Structure
BEFORE
D URING
AFTER
13
From Standards to Practice and Assessment
Mathematics Worth Doing
Choose high-level learning tasks.
Consider the language and context of the tasks.
Encourage students to work independently of the
teacher, either individually or cooperatively in
groups.
Encourage students to analyze situations and
pose higher-order questions.
Focus on student approaches and help them focus
on important mathematics.
14
From Standards to Practice and Assessment
Assessment
Asking students to understand something means
asking a teacher to assess whether the student
has understood it.
Common Core State Standards Initiative (2010b, 4)
Using Assessment to Measure the CCSSM
15
From Standards to Practice and Assessment
Assessment
Next-Generation Assessments
Focused Items on Essential Topics
Example The Trans Alaska Pipeline System is 800
miles long and costs 8 billion to build. Divide
one of these numbers by the other. What is the
meaning of the answer?
(Partnership for Assessment of Readiness for
College and Careers 2010a, 29)
16
From Standards to Practice and Assessment
Assessment
The practices tend to pull assessment down to
the classroom level, and bring teaching closer
to assessment.
Zimba (2010)
17
Section 3 Big Questions
What kinds of learning tasks allow students the
opportunity to demonstrate their mathematical
proficiency? How can you establish a classroom
culture of thinking and learning that supports
the vision of the CCSSM?
18
Outcomes
Connect current practice and articulate the
changes needed to implement the Common Core State
Standards for Mathematics (CCSSM).
19
Pearson Professional Development
www.pearsonpd.com
20
References
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21
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22
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