Embedding Standards. What is taught? August 6, 2014

Transcription

1 Embedding Standards What is taught? August 6, 2014

2 Embedding Standards Anna Nieto Rick Jenkins Pauline Segura

3 Goals of the Session Introduce the new math standards Examine changes in the standards Examine the process standards Embed process and content standards Analyze a method for rigorous instruction Determine applications of the process

4 Logistics Facilities Participation Campus Staff and District Staff Materials Campus Activities

5 As leaders, how do we assure the standards are addressed?

6 Looking Backward Looking Forward What Do We Know?

7 Math TEKS New for grades K 8 (2012) K 2 implemented in Concerns with implementing the 2012 TEKS??? Implications for High School New TEKS

8 Implementation Implications - Classroom Teacher Gaps Curriculum Do teachers know WHAT they are to teach? Are they knowledgeable of the changes? Content Knowledge Instruction New teachings Strategies Applications

9 Implementation Implications - Classroom Resource Gaps Adoption Limitations Do NOT use TAKS or 2006 TEKS resources Purge!!!

10 Implementation Implications - Students Content Gaps Prior Year Gaps New TEKS Gaps

11 Implementation Implications - Assessment Discuss????

12 Math TEKS State Assessment Plan Original plan Assess the crossover TEKS New plan Assess all Determine standards after the administration Suspend SSI

13 New Math TEKS Activity What is taught is the focus! Let s learn some of the differences Provide a TEKS from 2006 for you to find the relationship in the 2012 TEKS Record similarities and differences Examine 5 th or 8 th

14 Examine the Changes ECE and Elementary Examine 5 th Grade 2012 TEKS 5.3K connect to the 2006 TEKS MS, HS, DAEP, Academy Examine 8 th Grade 2012 TEKS 8.5F connect to the 2006 TEKS Connection Relationships

15 Reflections

16 Examine the Changes ECE and Elementary Examine 5 th Grade 2012 TEKS 5.9C connect to the 2006 TEKS MS, HS, DAEP, Academy Examine 8 th Grade 2012 TEKS 8.4A connect to the 2006 TEKS Connection Relationships

17 Reflections Implications

18 Assistance with Standards Side by Side Comparison Document

19 A Side-by-Side TEKS Comparison A Side-by-Side TEKS Comparison

20 A Side-by-Side TEKS Comparison Take a few minutes to review the Side-bySide TEKS Comparison Share your initial impressions at your table

21 Personal Financial Literacy Where can the personal financial literacy student expectations be found in the document? What color will they be coded?

22 Zooming In At your table, number from Number, Operation, and Quantitative Reasoning 2-Patterns, Relationships, and Algebraic Thinking 3-Geometry and Spatial Reasoning 4-Measurement 5-Probability and Statistics

23 Individual Study Study your assigned strand from the current TEKS for content that remains or is clarified, is new, or is deleted.

24 Increase Your Expertise Pair up with someone who studied the same grade level and content strand. Share the most important ideas for each of the three columns.

25 Share Your Expertise At your table, share the most important ideas for each of the three columns.

26 Discussion At your table, share your thoughts: Did all of the current SEs connect to a revised SE? Did all of the revised SEs connect back to a current SE? Do you see any gaps?

27 Analyzing the Process Standards

28 Process TEKS Activity What is taught is the focus! Process standard page Puzzle page Your task Record

29 Exploring the Mathematical Process Standards

30 Sharing our Explorations

31 Discussion At your table, share your thoughts: Should we have separate process standards? When should process standards be taught? How do we teach the process standards? What are your concerns about the process standards?

32 Process Embedded

33 Embedding Processes Rigor

34 Embedding Processes Breakout the standard What are all of the components of the standard? How do we assure that we are teaching all of the standards?

35 Breakout the Process Standard Create and use to organize, record, and communicate ideas

36 Breakout the Process Standard Note the verbs Keep the nouns Create and use to organize, record, and communicate ideas

37 Breakout the Process Standard 5.1E Create and use to organize, record, and communicate ideas Create to organize ideas Create to record ideas Create to communicate ideas Use to organize ideas Use to record ideas Use to communicate ideas

38 Concept TEKS Embedded

39 Compare and order two and represent comparisons using the symbols <, >, or =

40 Breakout the Process Standard Note the verbs Keep the nouns AND Compare and order two Separate products, tools, nouns and represent comparisons using the symbols <, >, or =

41 Breakout the Concept Standard 5.2B Compare and order two and represent comparisons using the symbols >, <, or = Compare two Order two Represent comparisons of two using the symbol < Represent comparisons of two using the symbol > Represent comparisons of two using the symbol = A B C D E

42 Embed Process & Concept Create to organize ideas Compare two Order two Represent comparisons of two using the symbol < Represent comparisons of two using the symbol > Represent comparisons of two using the symbol = Create to organize ideas that compare two Create to organize ideas that order two Create to organize ideas that represent comparisons of two using the symbol < Create to organize ideas that represent comparisons of two using the symbol > Create to organize ideas that represent comparisons of two using the symbol = 1&A 1&B 1&C 1&D 1&E

43 Embed Process & Concept Create to record ideas Compare two Order two Represent comparisons of two using the symbol < Represent comparisons of two using the symbol > Represent comparisons of two using the symbol = Create to record ideas that compare two Create to record ideas that order two Create to record ideas that represent comparisons of two using the symbol < Create to record ideas that represent comparisons of two using the symbol > Create to record ideas that represent comparisons of two using the symbol = 2&A 2&B 2&C 2&D 2&E

44 Embed Process & Concept Create to communicate ideas Compare two Order two Represent comparisons of two using the symbol < Represent comparisons of two using the symbol > Represent comparisons of two using the symbol = Create to communicate ideas that compare two Create to communicate ideas that order two Create to communicate ideas that represent comparisons of two using the symbol < Create to communicate ideas that represent comparisons of two using the symbol > Create to communicate ideas that represent comparisons of two using the symbol = 3&A 3&B 3&C 3&D 3&E

45 Embed Process & Concept Use to organize ideas Compare two Order two Represent comparisons of two using the symbol < Represent comparisons of two using the symbol > Represent comparisons of two using the symbol = Use to organize ideas that compare two Use to organize ideas that order two Use to organize ideas that represent comparisons of two using the symbol < Use to organize ideas that represent comparisons of two using the symbol > Use to organize ideas that represent comparisons of two using the symbol = 4&A 4&B 4&C 4&D 4&E

46 Embed Process & Concept Use to record ideas Compare two Order two Represent comparisons of two using the symbol < Represent comparisons of two using the symbol > Represent comparisons of two using the symbol = Use to record ideas that compare two Use to record ideas that order two Use to record ideas that represent comparisons of two using the symbol < Use to record ideas that represent comparisons of two using the symbol > Use to record ideas that represent comparisons of two using the symbol = 5&A 5&B 5&C 5&D 5&E

47 Embed Process & Concept Use to communicate ideas Compare two Order two Represent comparisons of two using the symbol < Represent comparisons of two using the symbol > Represent comparisons of two using the symbol = Use to communicate ideas that compare two Use to communicate ideas that order two Use to communicate ideas that represent comparisons of two using the symbol < Use to communicate ideas that represent comparisons of two using the symbol > Use to communicate ideas that represent comparisons of two using the symbol = 6&A 6&B 6&C 6&D 6&E

48 This is Depth This is Complexity This is Rigor Review the Handout

49 Task Combine a Process and a Concept Standard Breakout the process standard Breakout the concept standard Combine each breakout of the process with each breakout of the concept Use stickies for the breakouts Process Concept Combination Complete the tree diagrams like the power point Materials Chart paper, Stickies, Markers

50 Tasks Process/Concept Cisneros 5.1B/5.8C Gardendale 5.1C/5.3E HBG 5.1D/5.5A Las Palmas 5.1B/5.3I LBJ 5.1G/5.4B Loma Park 5.1C/5.3G Perales 5.1D/5.9C Roosevelt 5.1G/5.4D Stafford 5.1B/5.4H Winston 5.1D/5.9A Process/Concept Burleson ECE B/VB1 Cardenas ECE B/VB2 Stafford ECE B/VB3 DAEP A.1C/A.9D Academy A.1E/A.11B Brentwood 8.1D/8.6B Gus Garcia 8.1C/8.4C Wrenn 8.1G/8.8B JFK A.1D/A.3B Memorial A.1G/A.6B

51 Considerations Reflection Call to Action 3 3

52 Considerations Do we follow this process for all the TEKS? Teachers need to know the implications. A level of understanding is required to plan lessons which embed process with concept. What does it look like in the classroom?

53 Additional Contents What contents have process standards? What does this mean for the contents? How will you communicate this information to the teachers?

54 Additional Contents How will you incorporate the embedded process system into your planning?

55 Recap Reviewed the new math standards Challenge is building teacher expertise Examine changes in the standards What? Examine the process standards Develop understanding that the process is the basis of rigor Embed process and content standards Depth and complexity Analyze a method for rigorous instruction Process and concept Determine applications of the process Use the system in all processed

56 Contact Information Anna Nieto Rick Jenkins Pauline Segura