Download 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

At your table, discuss important ideas you took from
the articles you read.

How did the ideas relate to our tasks and
discussions from yesterday?

How did the ideas relate to our exploration of the
curriculum framework?

Record your ideas on chart paper.
2007 Mississippi Department of Education
Understanding by Design:
Step 1

1. Define desired results




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

2. Assessment Evidence


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

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





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

Problem-solving focus



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

Use of communication strategies





Reading
Writing
Speaking
Critical listening
Multiple representations
2007 Mississippi Department of Education
Underlying Learning Theory

Connections across topics



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

Allow time to learn



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

Tasks that challenge

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



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

How do these tasks relate to the curriculum
framework objectives?

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
2007 Mississippi Department of Education
Station 2
2007 Mississippi Department of Education
Station 3
2007 Mississippi Department of Education
Station 4
2007 Mississippi Department of Education
Station 5
2007 Mississippi Department of Education
Comparison to framework and
materials

How does this exploration in transformational
geometry relate to the curriculum framework?

How does this exploration relate to your curriculum
materials?
2007 Mississippi Department of Education
Closing focus questions

What are key components of the curriculum
framework?

Decide at your table what you consider to be critical
ideas.
2007 Mississippi Department of Education