Transcript Mississippi Mathematics Curriculum Framework Training for Trainers

2007 Mississippi Mathematics
Framework Revised Training
(Grades 6-12)
Day 2
2007 Mississippi Department of Education
Reading Reflections
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At your table, discuss important ideas you took from
the articles you read.
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How did the ideas relate to our tasks and
discussions from yesterday?
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How did the ideas relate to our exploration of the
curriculum framework?
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Record your ideas on chart paper.
2007 Mississippi Department of Education
Understanding by Design:
Step 1
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1. Define desired results
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a. Establish goals: What relevant goals (such as content,
competencies or objectives) will this design address?
b. Understandings: What are the big ideas that students will
understand? What specific understandings about them are desired?
What misunderstandings are predictable?
c. Essential questions: What questions will foster inquiry,
understanding, and transfer of learning?
d. What key knowledge and skills will students acquire as a result
of this unit or series of lessons? What should they eventually be
able to do as a result of such knowledge and skills?
2007 Mississippi Department of Education
Understanding by Design:
Step 2
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2. Assessment Evidence
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a. Performance tasks: Through what authentic performance tasks
will students demonstrate the desired understandings? By what
criteria will performances of understanding be judged?
b. Other evidence: Through what other evidence (such as quizzes,
tests, writing prompts) will students demonstrate achievement of
the desired results? How will students reflect upon and self-assess
their learning?
2007 Mississippi Department of Education
Understanding by Design:
Step 3
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3. Learning Plan
 a. Learning activities: What learning experiences and
instruction will enable students to achieve the desired
results?
2007 Mississippi Department of Education
5 Characteristics of Tasks that
Affect Student Learning
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Introduction of new topics with a problemsolving task
Use of communication strategies
Connections across topics
Development over time
Tasks that challenge
2007 Mississippi Department of Education
Underlying Learning Theory
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Problem-solving focus
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Introduction of topics with problem solving
Inclusion of non-routine and application problems
Use of higher-order thinking questions
2007 Mississippi Department of Education
Underlying Learning Theory
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Use of communication strategies
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Reading
Writing
Speaking
Critical listening
Multiple representations
2007 Mississippi Department of Education
Underlying Learning Theory
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Connections across topics
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Links to previous understandings
Use of threads or strands through all topics
Multiple, linked objectives taught concurrently to
eliminate isolated and fragmented teaching
2007 Mississippi Department of Education
Underlying Learning Theory
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Allow time to learn
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3–8 days of development for a new topic
8–11 days of repetition
Problems change qualitatively over time, not the
same type repeated
2007 Mississippi Department of Education
Underlying Learning Theory
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Tasks that challenge
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Use open-ended questions to allow a wide group
of students the opportunity to engage in the
question or problem
2007 Mississippi Department of Education
2007 Mississippi Department of Education
Curriculum materials
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Select a chapter in your
curriculum materials.
Find instances or
evidence of the 5
characteristics of
learning tasks. Be able
to support your
examples.
Which criteria appear to
be missing?
2007 Mississippi Department of Education
Solving Equations
Solve:
5x – 2 = 10 + 2x
2007 Mississippi Department of Education
Solving Equations
Solve:
5x – 2 = 10 + 2x
A2
5x = 12 + 2x
S2x
3x = 12
D3
x=4
Abbreviations can be used:
 A
Addition
 S
Subtraction
 M
Multiplication
 D
Division
 CLT
Combine Like Terms
 DPMA
Distributive Property of Multiplication over
Addition
2007 Mississippi Department of Education
Algebra Tile Representations
What relationships do you notice
among the tiles?
Discuss in your group.
2007 Mississippi Department of Education
Curriculum Framework
Comparison
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How do these tasks relate to the curriculum
framework objectives?
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How do these tasks relate to the criteria for
student learning?
2007 Mississippi Department of Education
2007 Mississippi Department of Education
2007 Mississippi Department of Education
2007 Mississippi Department of Education
2007 Mississippi Department of Education
2007 Mississippi Department of Education
Station 1
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Station 2
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Station 3
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Station 4
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Station 5
2007 Mississippi Department of Education
Comparison to framework and
materials
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How does this exploration in transformational
geometry relate to the curriculum framework?
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How does this exploration relate to your curriculum
materials?
2007 Mississippi Department of Education
Closing focus questions
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What are key components of the curriculum
framework?
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Decide at your table what you consider to be critical
ideas.
2007 Mississippi Department of Education