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
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