TACIB
March 18, 2014
TACIB GOALS
Drawing from research about learning environments
that best support increased mathematics and science
achievement and improved disposition toward
mathematics and science among middle grades
Latino, low income, and English learner students,
what emerges is a model with three main
components that interact and intersect (Figure 1): a
dual language approach; opportunities to integrate
mathematics and science concepts through hands-on
activities; and community engagement involving a
strong parent component. This model serves as the
basis for the TACIB project and its research questions:
a)
What are the effects of a dual language
approach on student achievement in and
attitudes toward science and mathematics?
b)
What instructional activities in dual language
classrooms facilitate students’ active
engagement in learning science and
mathematics?
c)
How does parental engagement with dual
language teachers and community partners
enhance parents’ knowledge of and
participation in students’ educational
activities?
Work Session Goals
• Better understand culturally/community relevant curriculum
• Better understand the Common Core Mathematics Standards
• Collaborate with Partner Teachers on Lesson Development /
Curriculum Modification
• Continue to build PLC mindset
Agenda
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Sign in
Updates
Common Core Mathematical Practices
Cultural/Community Relevance
Mathematical Content – Fun with Statistics!
Lesson Development
Updates
• HTTP://TACIB.WEEBLY.COM
• March 21 4:30-6:00 PM, TACIB Mentors/Fellows Seminar
• CSU Fullerton, McCarthy Hall 380
• Hand out parking passes
• You must park in the Nutwood Parking Structure, Park & Pay zone.
• Corner of Nutwood and State College
• http://parking.fullerton.edu/_documents/parking/PrintableCampusMap.pdf
• Please arrive by 4:15 PM so you have time to park and walk to MH.
• Before you come, watch this ten-minute video of a teacher explaining about
waves as a disciplinary core idea (DCI) in the NGSS standards:
http://www.bozemanscience.com/ngs-ps4a-wave-properties/
• After School Program for 5th and 6th graders has started!
• After School PD at Discovery
• First session March 27, 4:30-6:30 PM – Dinner is included!!
• You will receive an electronic survey from TACIB evaluators.
• Bilingual Authorization coursework
• Need to schedule intake interview – when?
• One course will be face to face – when?
• One course will be online – when?
brainstorm
• Write down as much as you can to
describe the habits of doing math or
science the typical student has by 8th
grade.
Standards for Mathematical Practice
Mathematically proficient students routinely…
1. make sense of problems and persevere in solving them;
2. reason abstractly and quantitatively;
3. construct viable arguments and critique the reasoning
of others;
4. model with mathematics;
5. use appropriate tools strategically;
6. attend to precision;
7. look for and make use of structure;
8. Look for and express regularity in repeated reasoning.
Practices of Science and
Engineering
1.
2.
3.
4.
5.
6.
7.
8.
Asking questions (for science) and defining problems (for
engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations (for science) and designing solutions
(for engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
“Any education that focuses predominantly on the detailed products of
scientific labor—the facts of science—without developing an
understanding of how those facts were established or that ignores the
many important applications of science in the world misrepresents
science and marginalizes the importance of engineering. (NRC
Framework 2012, pp. 42-43)”
http://www.studentracingchallenge.com/Portals/0/PDF/Curriculum/PracticesVennDiagram.pdf
Historical-Cultural View of Numeration
Systems
• Hindu-Arabic Numeration
• Decimal place value system w/ unique digits (0 – 9)
• Established ~ 500 AD by Arabs and Indians
• Possibly influenced by Chinese rod system
• Became common in Europe ~ 1400 AD
• Numeration and Language Example1
Example2
• Refresher on decimal (BASE 10) place value system
• Read this number: 1,579
• What does each digit represent?
• Read this number: 3.14
• What does each digit represent?
ACTIVITY: Terminating or Repeating?
• When you look at a common fraction, like
5
3
or , can you tell right away whether it
12
5
will be represented with a terminating
decimal or a repeating decimal?
• Let’s generate some data to “play” with!
From:
http://www2.edc.org/mathproblems/proble
ms/printProblems/pgWhenRatnlTerm.pdf
Forming & Testing Conjectures
1. Which of the unit fractions from have terminating
decimals? Circle them. What else do these have in
common?
• Share your thinking with a partner or two.
2. Guess three more terminating unit fractions with
denominators between 21 and 99. Turn them into
decimals to check whether your guess was correct.
3. Write these terminating decimals as fractions:
0.1
0.33
0.541
4. What do the terminating fractions you’ve found all have in
common? Try to write a rule about when a fraction will
terminate.
Explanation and Extension
5.
Why do some fractions terminate while others repeat? What
explains this mathematically?
6.
Extension: Given any fraction that can be represented with a
terminating decimal, how can you determine how many decimal
places it will have?
Connection to Pedagogy
• Thinking about how I set up the learning activities today,
what might you infer is my belief about how mathematical
understanding develops?
• What were some specific actions I took to get you into the
mathematics of the tasks?
Shifting the Focus
• Traditional U.S.
• How can I teach my kids to get the answer to this
problem?
• Evaluate answers to determine proficiency.
• Common Core/NGSS
• How can I use this problem to teach the mathematics
or science of this unit?
• Examine responses to uncover student thinking and
inform next steps pedagogically as all students move
toward big idea(s) of a unit.
Statistics with Sam!
On your own but back by 12:30 PM
LUNCH BREAK
Cultural/Community Relevance: The Tale of
Two Noras
• Focus on “case study” (pp. 97-110)
• FYI, the acronym “MCC” refers to Math in a Cultural Context, a
curriculum that was designed with input from Native Alaskan
elders to use students’ cultural/community knowledge as a
bridge to standard mathematics concepts.
• Discuss: How/why Nora was a “genius” in grade 7
and a “D+ student” in grade 8?
Connecting to Practice
• In what ways do/could your math and science lessons reflect
community/cultural relevance?
• What strategies do you use to build on students’ cultural ways
of communicating and interacting?
Culturally/Community Relevant
Learning
• For more insight into culturally relevant teaching, this book is
very accessible and quite good:
http://ankn.uaf.edu/publications/handbook/handbook.pdf
• This really fits well with the idea of getting information from
parents around which to develop curriculum materials.
• There are more links in the e-notebook for today’s session on
the Weebly site.
Shifting the Focus
• Traditional U.S.
• How can I teach my kids to get the answer to this
problem?
• Evaluate answers to determine proficiency.
• Common Core/NGSS
• How can I use this problem to teach the mathematics
or science of this unit?
• Examine responses to uncover student thinking and
inform next steps pedagogically as all students move
toward big idea(s) of a unit.
PLC
• To create a professional learning community, focus on
learning rather than teaching, work collaboratively, and
hold yourself accountable for results.
Big Idea: Ensuring That
Students Learn
As the school moves forward, every professional in the building
must engage with colleagues in the ongoing exploration of three
crucial questions that drive the work of those within a
professional learning community:
• What do we want each student to learn?
• How will we know when each student has learned it?
• How will we respond when a student experiences
difficulty in learning?
Big Idea #2: A Culture of
Collaboration
• Educators who are building a professional learning
community recognize that they must work together to
achieve their collective purpose of learning for all.
Therefore, they create structures to promote a
collaborative culture.
• What are some ways this is already happening within
your site and/or amongst the Teacher Fellows?
• How can TACIB help with this?
Big Idea #3: A Focus on Results
• Professional learning communities judge their effectiveness on
the basis of results, not inputs.
• Shift from “delivering programs” to specific outcome-focued
goals such as, “We will reduce the failure rate in our course by
50 percent.”
• What are some ways you’ve already started to do this?
• How can TACIB help with this?
Math and Science Teaching
Resources
Math
• NCTM’s Illuminations
• Yummy Math
• MARS tasks
Science
• NASA’s S’Cool webinars (click to register) – STEM Spanish Immersion
Educator PD Series
• Based on the S’Cool materials: http://scool.larc.nasa.gov/
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•
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PhET Simulations
http://teacherstryscience.org/
http://www.crscience.org/educators/practices
National Science Digital Library
Quest Challenges
web-based inquiry science environment (WISE)
Curriculum Modification Work
GOAL #1: Modify the existing grade 7 (and later grade 8) science and
mathematics curriculum so that…
• It has stronger cultural/community relevance,
• It better reflects principles of CCSSM and NGSS, and
• It can be offered in a bilingual (Spanish/English) format
Where to start?
• Look at the curriculum as a whole and identify units where
cultural/community relevant learning and mathematics and/or science
learning can overlap.
• Parent piece – Armando will begin meeting parents to get their stories
of using math and science in day-to-day activities. First session is March
20, 6-8 PM at Price (6th grade DI)
• March 26 6:30 PM at Price 5th/6th grade parents of students in after
school science program will meet.
GOAL #2: For all TACIB Teacher Fellows, no matter what grade you’re
teaching, modify curriculum to reflect principles of CCSSM, NGSS,
Cultural/Community Relevance.
Dates to Remember
TACIB Calendar
• March 21 4:30-6:00 PM, TACIB Mentors/Fellows Seminar
• CSU Fullerton, McCarthy Hall 380
• Hand out parking passes
• You must park in the Nutwood Parking Structure, Park & Pay zone.
• Corner of Nutwood and State College
• http://parking.fullerton.edu/_documents/parking/PrintableCampusMap.pdf
• Please arrive by 4:15 PM so you have time to park and walk to MH.
• Before you come, watch this ten-minute video of a teacher explaining
about waves as a disciplinary core idea (DCI) in the NGSS standards:
http://www.bozemanscience.com/ngs-ps4a-wave-properties/
• After School PD at Discovery
• First session March 27, 4:30-6:30 PM – Dinner is included!!
• You will receive an electronic survey from TACIB evaluators.
• Bilingual Authorization coursework
• Need to schedule intake interview – when?
• One course will be face to face – when?
• One course will be online – when?