BBCC News
Becky & Bonnie on the Common Core
OCTM 2012
Friday, October 19, 8:00-9:00
Something to Keep You Busy
These 4 cows are in a rectangular pen as show.
Draw 3 straight lines to indicate how you could
built 3 straight line fences to separate the cows
in to individual pens.
These 5 cows are in a rectangular pen as show.
Draw 3 straight lines to indicate how you could
built 3 straight line fences to separate the cows
in to individual pens.
c
Draw 4 lines that connect
the noses of the 9 cows
without lifting your pencil
Something in Common…
The Common Core State Standards are
• intended to be common for all states
• designed to spell out the academic knowledge and skills all
students need at each grade level to be ready for college
and careers by the time they leave high school
• meant to replace the standards states had developed on
their own over the past two decades.
In Ohio, the Common Core State Standards have
morphed into …
Ohio’s New Learning Standards
/
Two Common Reactions
1. Resignation – veteran teachers … “I’ll just
shut my door and hope it goes away.” -Typical behavior includes
–
–
–
–
skeptical eyebrow raising,
arm crossing,
silence, and
the consumption of an exceptional amount of
coffee especially in meetings about the
Common Core.
2. Fear – younger, untenured teachers – “I’ll
just do whatever I’m told.”
Typical behavior includes
–
–
–
–
nervous smiling,
fidgeting,
unblinking eyes, and
stealth texting especially in meetings about the
Common Core
a Core Ninja: Mastering the Common Core Standards created by CoreStand www.corestand.com
Our goal
To dispel both of these responses by using
humor and what we know about good
teaching to talk about these “new”
standards
It’s important to remember
Good teaching
is still
good teaching.
Characteristics
• Articulated progressions of topics and
performances that are developmental
and connected to other progressions
• Conceptual understanding and
procedural skills stressed equally
• Fewer and more rigorous.
• Aligned with college and career
expectations
• Rigorous content and application of
higher-order skills.
Emphasis on Higher Order
Thinking Skills
Lower Order Thinking Skills
to
Higher Order Thinking Skills
Or
LOTS TO HOTS
New Blooms
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Cochrane Collegiate Academy (2011) in Higher Order Questions, www.edutopia.org
Pohl, Michael. Learning to Think, Thinking to Learn: Models and
Strategies to Develop a Classroom Culture of Thinking.
Remember
Understand
Apply
Who?
Where?
Which one?
What?
How?
Why?
How much?
How many?
When?
What does it mean?
What happened after?
Can you name all the
…?
Who spoke to …?
Which is true or false?
What does this mean?
State in your own
words.
Is this the same as …?
Give an example.
Select the best
definition.
Condense this
paragraph.
What would happen if
…?
Explain why . . .
What expectations are
there?
Read the graph (table).
What are they saying?
Predict what would
happen if ...
Judge the effects of …
What would result …?
Tell how much change
there would
be if …
Identify the results of …
Write in your own
words …
How would you explain
…?
Write a brief outline …
Pohl, Michael. Learning to Think, Thinking to Learn: Models and
Strategies to Develop a Classroom Culture of Thinking.
Analyze
Evaluate
Create
What is the function of
…?
What’s fact? Opinion?
What assumptions …?
What statement is
relevant?
What motive is there?
What conclusions?
What does the author
believe?
What does the author
assume?
State the point of view of
…
What ideas apply?
What fallacies,
consistencies,
inconsistencies appear?
Find the errors.
Is there a better solution
to
…?
What do you think about
…?
Can you defend your
position
about …?
How effective are …?
What are the
consequences of
…?
Can you design a … to
…?
If you had access to all
resources, how would
you deal with …?
Why don’t you devise
your own way to …?
What would happen if?
How many ways can you
…?
Can you develop a
proposal which would
…?
Propose an alternative.
How else would you …?
State a rule.
Essential questions are questions that
probe for deeper meaning and set the
stage for further questioning. Essential
questions foster the development of
critical thinking skills and higher order
capabilities such as problem-solving and
understanding complex systems.
Examples
• Functions and Algebra
– What predictions can the patterns or
relationships support?
• Data, Statistics and Probability
– How does the type of data influence the choice
of graph?
Write an essential question for a concept or
skill you plant to teach next week.
5 Tech-Friendly Lessons to
Encourage Higher Order
Thinking
THE Journal
http://thejournal.com/Articles/2012/0
9/24/5
1. One Minute, One Take
• students work in small groups to identify a
topic that can be explained or summarized
in one minute.
• Once the topic is identified, students
analyze the information, evaluate what
critical information must be incorporated
into the one minute summary or
explanation, and create a video in one take.
2. Look Carefully!
• Infographics--a visual representation of
information or data designed to show
complex information quickly and clearly-are useful because they reduce lots of
content into a readily understood format.
However, it’s easy to use charts, graphs,
and other visual representations to distort
facts.
• One way to become a more discerning
reader of infographics is to create one. In
this activity, students work in small groups
to create an infographic on a topic of their
choice. In the process they: research a topic
to gather data they verify as being accurate
and current; decide how the data will be
presented (e.g., charts, timelines, Venn
diagrams, etc.); choose design elements
(color scheme, font type, size, and style);
and, assemble the infographic using Excel
and MS Word.
3. Listen Up!
Students work in pairs or small groups to
create a podcast. Limit early projects to about
three minutes. Once they are using a free
audio recording app such as Audacity.
•Students work collaboratively to conduct
research, write a script, record the podcast,
and review their final product – on a topic
they choose or you assign.
4. Thinking Out Loud
A screencast is a recording of what’s
happening on a computer or tablet screen
and typically includes audio. The technique
is often tapped to create software tutorial
videos, but with a plain background, it’s
also possible to use images or live drawings
to explain or demonstrate something.
• Challenge students to create a video tutorial
that demonstrates a skill or explains a basic
concept using a screencasting app (e.g.,
Screen Chomp, ShowMe, or Educreations
for iPad) or screencasting program for a
laptop (e.g., Jing or Screencast-O-Matic).
Instead of scripting the video, ask the
student narrator to outline basic steps in the
process being covered and then describe out
loud what he or she is doing during the
demonstration or explanation.
5. Photo Stories
Based on a Flickr group, Five Photo Stories
tell tales using five images with no
supporting text or audio, aside from the
story title. The images can be found online,
but it’s usually easier for students to take
their own photos.
• The guidelines on the Flickr group site
suggest that storytellers use the following
structure. Visit the Five Photo Story
Education Group.
– Photo 1: Establish character(s) and setting
– Photo 2: Create a situation where multiple
actions might occur
– Photo 3: Engage the character(s) in the
situation...
– Photo 4: Build toward a likely outcome
– Photo 5: End with a surprising--but logical-finish
How can I cope?
• Stay an active member of OCTM
• Join an OCTM affiliate (see OCTM
website for contact info)
• Talk to other mathematics teachers in
your department, your building, your
district.
• Attend as much professional
development as you can.
• Get to know your curriculum director
well and don’t hold back on the
questions you want to ask.
• Join an OCTM SIG (Special Interest
Group)
• Bookmark and use these websites:
• www.ohioctm.org
• www.education.ohio.gov (from ODE,
correlation to CCSS, samples of student
work, etc.)
• www.ohiorc.org (Ohio Resource Center,
lessons for all levels, only best or
promising practice, rich tasks, and trade
book lessons)
• www.insidemathematics.org (tools for
educators)
• www.mathedleadership.org (tasks,
sample assessments, and more)
• www.map.mathshell.org (work in
progress…some H.S. lessons, tasks w/
rubric, some scored and unscored
student work)
• www.analyzemath.com (K-12 tutorials,
applets, and more)
•
Connecting Cows Puzzle
• Think Outside the Box
c
Teach Well!
• Becky Maggard
– rmaggard@woh.rr.com
• Bonnie Beach
– blbeach@usi.edu