CaMSP Spring Learning Network Lessons Learned from the SIMI-2 CaMSP Project District, County, and IHE Institutionalization April 4, 2011 SIMI 2 Background Partnership Driven: Alameda COE, Alameda USD, Hayward USD, CSUEB Research Cohort based on proven Theory of Action Theory of Action Content Strengthening Teachers Content Knowledge Lesson Design Sharing and Developing Best Practices Development Reform Center Coaching Supporting Coaches and Coordination Assessment Facilitating Analysis of Student Work and Data
Theory of Action Content Strengthening Teachers Content Knowledge Development Center Area of a Parallelogram 6 cm Area = b h = 6 cm 4 cm 4 cm = 6 4 cm cm = 24 cm 2 How could we find the area of this parallelogram? What is the formula for the circumference of a circle? C = 2πr Area of a Circle As you make the wedges smaller and smaller, the area of the circle better approximates the area of the parallelogram. = 1 2 C r = 1 ( 2 2πr)r A = πr 2 Philip Gonsalves
As you make the wedges smaller and smaller, the area of the circle better approximates the area of the parallelogram. Area of a Circle Philip Gonsalves Connection to Calculus Area Under a Curve 5 4 3 2 1-2 -1 0 1 2 3 4 1 unit 2 1 unit 2 1 unit 2 1 unit 2 1 unit 2 + 1 unit 2 6 unit 2
5 4 3 2 b 2 = 5 u ( A = b + b 1 2 )h 2 = ( 1 u + 5 u)2 u 2 = 6 u 2 b 1 = 1 u 1-2 -1 0 1 2 3 4 h = 2 u 5 4 3 2 unit 2 + 4 unit 2 6 unit 2 2 1-2 -1 0 1 2 3 4 Wolfram Demonstra3on Project http://demonstrations.wolfram.com/
Surface Area of a Sphere Surface Area of a Sphere surface A = 4 π r 2 A = π r 2 Theory of Action Content Strengthening Teachers Content Knowledge Lesson Design Sharing and Developing Best Practices Development Center
www.acoe.org/math
Example #1 Decomposition: Solve!Choral Response! Five plus a number is 12. *Side-by-Side Comparison *Multiple Methods *Choral Response *Syntax What are we solving for? [ ] How can we get a five on both sides of the equation? [Decompose 12, 5+7] Now can we take a positive 5 from both sides? [Yes] What is the value of x? [7] Algebra Tiles: = 1, =, = = =!Choral Response! Five plus a number is 12. What are we solving for? [ ] Can I take positive 5 from both sides of the equation? [Yes] What is the value of x? [7] = Bar Model:!Choral Response! Five plus a number is 12. Theory of Action Content Strengthening Teachers Content Knowledge Lesson Design Sharing and Developing Best Practices Development Center Coaching Supporting Coaches and Coordination
Coaching Coaching Model: Content Focused IHE faculty involvement Monthly meetings focused on the four components of the Theory of Action Instruc3onal Prac3ces: Decomposi)on Mul)ple representa)ons/algorithms Side- by- side comparisons Focus on rela)onal thinking including the use of bar models, ten frames, number lines, and Build- It, Draw- It, Write- It Using appropriate Academic Language and syntax Making connec)ons through mathema)cs across the grades Student engagement strategies (Think- pair- share, Choral response, produc)ve group work,...) Student note taking Teachers use forma)ve and summa)ve data to transform instruc)onal prac)ce Theory of Action Content Strengthening Teachers Content Knowledge Lesson Design Sharing and Developing Best Practices Development Center Coaching Supporting Coaches and Coordination Assessment Facilitating Analysis of Student Work and Data
Assessment Teacher developed benchmark assessments with direct support from IHE faculty Use data to develop instructional mitigations Development of an online mitigation system AUSD Grade 3 Benchmark 2 Study Guide 1 Find the product: 6 x 7 1 Array: 7 6 6 rows of 7= 42 You Try: Find the product: 4 x 8 Array: Grouping: Grouping: 6 groups of 7 = 42 Skip Count: 7, 14, 21, 28, 35, 42 7, 14, 21, 28, 35, 42 Repeated Addition: 7 + 7 + 7 + 7 + 7 + 7 Skip Count: Repeated Addition: 0 7 14 21 28 35 42 Area: 7 If one side is 6 units, and the other side is Area:
Grade 4 Trimester 1 Assessment Item #18 key 5% 66% 7% 21% 5 99 6,000 1 11 4, 322 1,678 5,999 + 1 4,322 = 1,677 + 1 = 1,678 Philip D. Gonsalves Institutionalization Highlight on AUSD: Administrator training & walkthoughs, funded by the district District coordinated professional development initiatives (Summer, monthly after school, coaching,...) District coaching culture change
ACOE: Institutionalization Created and expanded the Development Center (MDC@ACOE), providing direct support to districts, schools, teachers, students, and families Continuing to develop partnerships, working systemically with IHE, districts, administrators, coaches, and teacher teams in grade levels and departments Coordinating and expanding web resources, in collaboration with the IHE CSUEB: Institutionalization Created pedagogy course (Math 6005) for all lecturers Continuing with ACCLAIM professional development Created and expanding Achievement Academies Developing STEM Center Establishing the Education Research Center