Instructional Shifts In Common Core

Instructional ShiftsIn

Common Core

Presented by: Elk Grove Unified School District

Our focus in EGUSD for 2013-2014 is to start implementing the Standards

for Mathematical Practice

Outcomes for Session 3:1. Understand the instructional shifts required by

CCSS2. Investigate the implications of the 8

mathematical practices on our classroom instruction

3. Where/how do I start?

Think about:• The tasks you select• The questions you ask

Think before you do

One of the shifts in CCSS instruction is to get students to think about what they see, what they know and to analyze the problem before making decisions about what they want to do.

Here’s the task

238

Think about:• student misconceptions• the questions you ask

your students• Multiple representations

The 8 Mathematical Practices can be grouped into 4 categories

Compare the following using <, >, or =justify your reasoning.

3 5 40>?).2(353 ?).3(2102

4045

The 8 Mathematical Practices can be grouped into 4 categories

Integration of SMPs• Not “Problem Solving Fridays”• Not “enrichment” for advanced students• Most lie in the process of arriving at an answer,

not necessarily in the answer itself• Every lesson should seek to build student

expertise in both Content and Practice standards• SMPs are not meant to be taught separately,

good tasks & questions will include several math practices

Instructional shifts

Steve Leinnwand videohttp://www.youtube.com/watch?v=5gWgA4yaFrY

Steve Leinwand:• Author of Accessible Mathematics: Ten

Instructional Shifts That Raise Student Achievement.

• Principal Research Analyst at the American Institutes for Research in Washington, D.C.

• President of the National Council of Supervisors of Mathematics.

Listen for the instructional shifts!

Leinwand Instructional Shifts (Implications for how we teach)

• Move away from teaching math as a series of steps and procedures

• Increase critical thinking opportunities for students• Make connections between concepts both past & future• Show multiple methods and representations• Create depth of understanding• Create language rich classrooms• Check for understanding/use formative assessment• Place a strong emphasis on the development of number

sense

Traditional U.S. Problem

Compare. Use >, <, or =

Same Problem with SMP integration

Which fraction is closer to 1. Using a number line,

explain why this is so.

(Daro, Feb 2011)

Standards for Mathematical Practice in a Classroom

78

87 <

1 078

87

Teacher Talk: How are these student expectations different?

The 8 Mathematical Practices can be grouped into 4 categories

1 pound 1 pound 1 pound

How many quarter pound hamburgers can you make with 3 pounds of ground beef?

1 2 3 4 5 6 7 8 9 10 11 12

?413

Write a situation that could represent this math problem then show your solution.

Compare

Justify your reasoning!

3 4x x

What questions might you ask

yourself or your students?

Compare the following using <, >, or =.Justify your reasoning.

3 4x xMultiple representations:Numerically Graphically Algebraically

043 xxxx 43

2,2,0 orx 0)4( 2 xx0)2)(2( xxx

0 2-2

2,2,0 orx

xx 43 xx 43 xx 43 xx 43 2 < 0 2x x When is x3 > 4x?

When is x3 < 4x? < -2 0 < 2x x

The next level: Analyze the regions using the graph: 3 4 0x x

Where is

0 or 2 or 2 x x x

Where is3 4 > 0x x

3 4 0x x

2,0 2, x x

Where is 3 4 < 0x x

, 2 0,2 x x

Three Key Words in the CCSS

• Focus: The curriculum must include adequate depth. Refers to grade level standards or“Horizontal Alignment”

• Coherence: the curriculum has logical progressions from less sophisticated topics into more sophisticated ones. Refers to how the standards are organized across grade levels “Vertical Alignment”

Rigor: The curriculum must have a balanced approach that emphasizes procedural fluency, conceptual understanding and application/modeling.

Rigor is not….• ?• increased number of homework problems• taking algebra in 7th grade or taking calculus in

11th grade• Covering more material at a faster pace

This is going to be hard and I know you may not be ready!

http://www.youtube.com/watch?v=zOzsjEmjjHs

What does this mean for teachers?

I’m sooooooo overwhelmed! Where do I start?

1. Cut yourself some slack!

What does this mean for teachers?

2. CCSS implementation is not a light switch you can just turn on…. It’s more of a dimmer switch that will increasingly get brighter.

What does this mean for teachers?3. Teacher collaboration is a must!

4. What is your mind-set? Embrace this as an opportunity to learn.

Summing it up

If you could focus on 3 areas what would they be?Implementing Common Core for math is

about…….• The task you select• Questions you ask• Connecting content to the Standards for

Mathematical Practices.