MOVING THE NEEDLE ON MATH INSTRUCTION Framework Embed & apply the ... •Know the content has changed in each grade and ... instruction. How can I reach all ...

MOVING THE NEEDLE ON

MATH INSTRUCTION

Stephanie Villarreal

Executive Director, Swun Math

Toni Preciado

Vice Principal

Norton Science and Language Academy

Si Swun

CEO, Swun Math

Jack O-Connell

Former CA State Superintendent of Education

Build

student

articulation

Plan

purposeful

lessons

Make the

standards

accessible

Know

the CA

Mathematics

Framework

Embed &

apply the

Mathematical

Practices

Instructional

Practices By

Design

Build

capacity

within

the staff

Gain Success Through

Professional Development

Know the

CA Mathematics Framework

What changes are in the framework, and what does that mean for instruction?

• Know what resources are available to teachers.

• Know the difference between the standards and the framework.

• Know the various strategies students should experience prior to the standard algorithm of an operation.

• Know there are two sets of standards for student success.

• Know the content has changed in each grade and what it looks like.

Know the

CA Mathematics Framework

Know the

CA Mathematics Framework

• How well do you feel your teachers know the Mathematics Framework?

HOW DO YOU KNOW???

• What would be the benefit of having your staff look at their grade-level framework as well as the grade level after?

Know the

CA Mathematics Framework

Sample PD Activity

Ask teachers to look

at a specific domain in

the framework.

Focusing on a few

specific standards,

identify what the

standards look like

and sound like for

their grade, and the

grade levels before

and after.

Make the

Standards Accessible Make small changes to have a big impact

• If you can predict it… you can plan for it!

• ELL’s and EO’s have their own challenges with the new CCSS. They also have similar challenges that can be addressed daily by making small changes in instruction.

How can I reach all my students despite their individual challenges?

Change Instructional Practice

Incorporate a systematic lesson delivery & be

knowledgeable of the math content

• Books don’t control the lesson… teachers do.

• With the new CCSS it’s not just the content that is

changing… instruction needs to change.

• Build in opportunities for student talk, error analysis,

presentation, problem solving, and with purposeful

teacher talk.

Plan Purposeful Lessons

Process Standards for Mathematics

•Problem Solving

•Reasoning & Proof

•Communication

•Connections

•Representations

Conceptual & Procedural

Lessons

What is the purpose?

• Introduce a concept

• Explore the how and why of a concept

• Incorporate math tools

What is the purpose?

• Reinforce a concept

• Transfer knowledge to pencil and paper application

• Practice a given process, algorithm, or method

Conceptual & Procedural

Lessons

Purposeful lesson design for intended learning

• Problem of the Day

• Lesson Opener

• Input/Model

• Structured Guided Practice

• Final Check for Understanding

• Student Practice

• Reaching Consensus

• Student Presentations

• Closure

MP 1: Make sense of problems

and persevere in solving them.

MP 3: Construct viable arguments and

critique the reasoning of others.

MP 6: Attend to precision

MP 8: Look for and express

regularity in repeated reasoning

Conceptual & Procedural

Lessons

Purposeful lesson design

for intended learning

• What is the intended learning outcome?

• How can I best use my instructional time?

• What is my success criteria? How will I know students have learned?

• How will my students be held accountable?

Lesson Planning

How can we support intentional planning and

quality math lessons?

• Know the content standards

• Identify the learning outcomes

• Know how you will measure the intended learning

outcomes

• Provide opportunities for teachers to collaborate

Embed & Apply

the Mathematical Practices

Mathematical Practices are CCSS standards in companion with the content standards

• The MPs should be embedded into daily lessons and taught explicitly.

• The MPs are meant to change the mind set of a student and build strong habits that support problem solving and critical thinking.

• Ask questions, provide sentence stems, provide opportunities for reflection and closure.

Embed & Apply

the Mathematical PracticesSample PD Activity

• Assign teachers to read

the MPs.

• Create a poster for one of

the MPs using phrases,

sentences frames, and

visual representations

• Share out what the MP

looks and sounds like in a

classroom.

• Discuss how the MP can

promote critical thinking

and real world application.

Embed & Apply

the Mathematical Practices

Build Student Articulation

Verbal & Written Articulation

• Provide planned out opportunities for students to practice both their verbal and written articulation

• Grades TK-2: verbal articulation

• Grades 3-MS: verbal and written articulation

• Suggestions for articulation practice:

• Partner share when problem solving

• Writing prompts

• Error analysis

• Time to formulate a Closure response

Build Student Articulation

Sample PD Activity

• Look over upcoming units and identify:

• Big ideas

• Prerequisites

• Academic language

• Math tools

• Create sentence stems to aid in the desired verbal

and written responses.

Build Capacity Within the Staff

Take Steps to Support Teachers

• Identify teacher leaders who can serve as models for others.

• Provide opportunities for teachers observe their peers.

• Remember to have a focus for teachers to observe.

• Provide follow-up opportunities to ensure a successful implementation.

How do you build capacity?

Coaching

• Classroom Teachers

• Principals and Assistant Principals

• District Level

• Work toward a common vision of what math instruction

should look like.

Instructional Leadership—

Building Capacity

How important is the site administration in supporting

change?

• Lead Learners/Co-Learner in the process.

• Need to know what to look for within the classroom.

• Need professional development to know what questions

to ask.

• Need to know the Framework.

Contact Information

Visit us at www.swunmath.com

for more information.

Stephanie Villarreal

svillarreal@swunmath.com