Tool 3 Overarching Considerations. Equity Formative Assessment Technology

Transcription

1 Tool 3 Overarching Considerations Equity Formative Assessment Technology 1

2 CCSSM Curriculum Materials Analysis Project--Overarching Considerations (Tool 3) Page 1 CCSSM Curriculum Analysis Tool 3 (Overarching Considerations) This tool should be used after reviewing mathematics curriculum materials using Tool 1 (Content Analysis) and Tool 2 (Mathematical Practices Analysis). After reviewing the curriculum materials carefully, answer the questions below reflecting important overarching considerations with regard to the materials. Overarching considerations are those that support the teaching of Mathematics Core Content and Practices. Equity: NCTM (1991) calls for teachers to build on how students linguistic, ethnic, racial, gender, and socioeconomic backgrounds influence their learning; to help students to become aware of the role of mathematics in society and culture; to expose students to the contributions of various cultures to the advancement of mathematics; and to show students how mathematics relates to other subjects; and to provide students with opportunities to apply mathematics to authentic contexts. CCSSM also notes that, The Standards should be read as allowing for the widest possible range of students to participate fully from the outset, along with appropriate accommodations to ensure maximum participation of students with special education needs. Formative Assessment is a critical part of classroom instruction, and curriculum materials can provide a variety of levels of support with regard to information to teachers about student learning. Finally, the increasing availability of technology offers opportunities to use technology mindfully in ways that enable students to explore and deepen their understanding of mathematical concepts. Name of Reviewer School/District Date Name of Curriculum Materials Publication Date Grade Level(s) Rubric for answering questions about Overarching Considerations: Not Found (N) - The curriculum materials do not support this element. Low (L) - The curriculum materials contain limited support for this element, but the support is not embedded or consistently present within or across grades. Medium (M) - The curriculum materials contain support for this element, but it is not always embedded or consistently present within or across grades. igh () - The curriculum materials contain embedded support for this element so that it is consistently present within and across grades. Questions about Overarching Considerations (Page 1) See Rubric Comments/Examples Equity N-L-M- To what extent do the materials: 1. Provide teachers with strategies for meeting the needs of a range of learners? Pearson s Connected Mathematics 3 (CMP3) program contains extensive support for both teachers and students so that all students can make sense of the mathematics and learn that they can become mathematical thinkers. The Explore teacher content section of each Problem provides teachers with support around the many strategies that students can use to solve a Problem and how to build a summary from those strategies. The Explore often provides suggestions for how to go further with a 2

3 2. Provide instructional support to help teachers sequence or scaffold lessons so that students move from what they know to what they do not know? concept or for using other representations of a Problem (visual, auditory, kinesthetic). The curriculum materials provide a coherent, carefully sequenced core of mathematics content for students and extensive support materials for teachers. The Launch/Explore/Summarize (LES) structure of the teacher support materials contains guidance on how to make connections from prior learning to new learning, suggested questions to help teachers bring students to the understanding sought in the Problem, and suggestions for lines of questioning to use when students get stuck. 3. Provide opportunities for teachers to use a variety of grouping strategies? The LES model of CMP3 leads teachers through a series of different groupings for every Problem. The Launch is usually a full-class discussion around the set up of the Problem. The Explore is structured around separating students into pairs or small-groups for work on some or all of the parts of the Problem. Sometimes the Explore suggests small groups to start, followed by a class discussion part way through, followed by a return to small groups. During the Summarize, teachers are expected to bring the students together again as a class where representatives from different small groups present their strategies for solving the Problem. 4. Embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations? 5. Suggest accommodations and modifications for English language learners that will support their regular and active participation in learning mathematics? 3 The philosophy of CMP3 is for students to create their own learning. This is accomplished through giving students the freedom to try their own strategies for solving a Problem. Students discover what are the better strategies for their groups for different tasks. The circumstances in which students learn affect what is learned. With CMP3, Launch videos were added to help set the context for a Problem. Although this is helpful for all students, it provides English language learners a more descriptive and visual guide for context. The electronic student edition also includes a glossary for English terms and their Spanish equivalents with audio for both. The Explore teacher content gives suggestions for using other representations of a Problem (visual, auditory), as well as providing links to modifications that will aid English language learners. In addition, the small-group discussions during the Explore are an excellent way to help the English language learner, especially when the group contains students possessing varying levels of language skills.

4 4

5 CCSSM Instructional Materials Analysis Project--Overarching Considerations (Tool 3) Page 2 Questions about Overarching Considerations (Page 2) See Rubric Comments/Examples To what extent do the materials: N-L-M- 6. Provide opportunities to use reading, writing, and speaking in mathematics lessons. 7. Encourage teachers to draw upon home language and culture to facilitate learning? 8. Encourage teachers to draw on multiple resources such as objects, drawings, and graphs to facilitate learning? The Explore and Summarize phases of a CMP lesson require that students read through Problems within their groups, work together on the Problems requiring them to write and speak, and then to present their strategies to the rest of the class requiring them to speak publicly. The majority of Problems and Exercises in CMP3 attempt to provide situations that are relevant and realistic to middle grade students. The Launch videos help set the context for Problems, often drawing on different cultural experiences. CMP students are encouraged to use a variety of strategies when solving Problems, including using objects, pictures, charts, tables, and graphs. The electronic student edition includes digital tools and applets, as well as open-ended drawing and writing tools. There is still the option for physical manipulatives as well, located in the manipulative kit for each grade. 9. Draw upon students personal experiences to facilitate learning? Teachers are encouraged to help students relate the mathematics in the classroom to their everyday lives. This connection is fostered in the Launch teacher content sections of Connecting to Prior Knowledge and Presenting the Challenge and by the Launch videos. 10. Provide opportunities for teacher and students to connect mathematics to other subject areas? 11. Provide both individual and collective opportunities for students to learn using mathematical tasks with a range of challenge? 12. Provide opportunities for advanced students to investigate mathematics content at greater depth? The contexts presented in the Problems of CMP3 include many contexts that connect to other subject areas. There are additional contexts throughout the Applications/Connections/Extensions (ACE) Exercises. The Going Further in the Explore of CMP3 challenges students who navigate quickly through the parts of a Problem. Adaptations from the CMP2 Special Needs appear when teachers click on links to pdfs. The Going Further in the Explore of CMP3 challenges students who navigate quickly through the parts of a Problem. The Extensions in the ACE Exercises provide additional opportunities for challenges. 5

6 13. Provide a balanced portrayal of various demographic and personal characteristics? Assessment 14. Provide strategies for gathering information about students prior knowledge and background? 15. Provide strategies for teachers to identify common student errors and misconceptions? 16. Assess students at a variety of knowledge levels (e.g., memorization, understanding, reasoning, problem solving)? The student names and photos used in the student edition and Launch videos of CMP3 represent a wide array of cultural backgrounds and personal characteristics. Teachers are encouraged to help students relate the mathematics in the classroom to their everyday lives. This connection is fostered in the Launch teacher content sections of Connecting to Prior Knowledge and Presenting the Challenge and by the Launch videos. Common errors are frequently pointed out on the teacher content for the Explore in CMP3 with suggested questions that teachers can use. Written assessments in CMP3 target student understanding of the processes and strategies used to solve problems. In every lesson, the suggested questions allow the teacher to assess different knowledge levels during the course of the Explore and Summarize. 17. Encourage students to monitor their own progress? During every Summarize of CMP3, students are called upon to present the strategies from their groups. Other students evaluate those strategies through a class discussion. 18. Provide opportunities for ongoing review and practice with feedback related to learning concepts, and skills. Ongoing review and practice are provided in the ACE Exercises of CMP3, including many connections to prior learning, as well as some skills practice. If students need additional practice, teachers can use MathXL to generate extra practice with feedback. 19. Provide support for a varied system of on-going formative and summative assessment (formal or informal observations, interviews, surveys, performance assessments, target problems)? 6 CMP3 has a series of on-going assessments. The teacher content for the Summarize part of every lesson includes suggested questions for informally assessing students. The teacher content also gives an assignment guide related to the learning in each Problem for the ACE Exercises. After a series of 4 5 lessons, there is a formal assessment that appears in the student edition called, Mathematical Reflections. At the unit level, there is a formal assessment in the student edition called, Looking Back and there is sometimes a unit project which ties together the concepts of a unit. Lastly, CMP3 provides black-line masters for Assessments at the Problem, Investigation, and Unit level.

7 CCSSM Instructional Materials Analysis Project--Overarching Considerations (Tool 3) Page 3 Questions about Overarching Considerations (Page 2) See Rubric Comments/Examples Technology N-L-M- To what extent do the materials: 20. Integrate technology such as interactive tools, virtual manipulatives/objects, and dynamic mathematics software in ways that engage students in the Mathematical Practices? 21. Include or reference technology that provides opportunities for teachers and/or students to communicate with each other (e.g. websites, discussion groups, webinars)? 22. Include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology? 23. Include or reference technology that provides teachers additional tasks for students? CMP3 has an electronic student edition with interactive tools. Some of the tools are daily tools for inputting solutions in a variety of representations, some of the tools are one-time games and activities related to a Problem, and other tools are mathematical tools available to students who make their own decisions about when to use them. The latter category are open-ended tools designed for student exploration rather than solution checking. Teachers can open each student s electronic student edition to view their solutions to parts of Problems and ACE Exercises and insert comments back to the student. Teachers can also collaborate with other CMP teachers either within their school, district, or across the country using the CMP3 teacher community site. Teachers can open each student s electronic student edition to view their solutions to parts of Problems and ACE. Skills practice in CMP3 can be delivered via MathXL, a digital, algorithmically generated system of practice on the skills developed in the Problems. Teachers receive automatically generated reports on student success within this system which can be used to assess learning and prescribe instruction. The wide range of assessment opportunities in the printed materials is also available via links to pdfs in the electronic teacher platform. In addition, Examview (available on CD-ROM) allows teachers to customize tests as needed. Skills practice in CMP3 can be delivered via MathXL, a digital, algorithmically generated system of practice on the skills developed in the Problems. Teachers receive automatically generated reports on student success within this system. In addition, Examview allows teachers to create additional assessments as needed. 7

8 24. Include teacher guidance for the mindful use of embedded technology to support and enhance student learning? Notes/Examples: When students use technology, it reinforces the mathematics they are learning. CMP3 supports teachers in bringing this technology to use in the classroom. Guidance on using the technology featured in the program is available throughout the teacher content. Summary Discussion Questions 1. Equity: To what extent do the materials contain embedded support for elements of equity consistently within and across grades? 2. Assessment: To what extent do the materials contain embedded support for elements of assessment consistently within and across grades? 3. Technology: To what extent do the materials contain embedded support for elements of technology consistently within and across grades? 4. Overall: To what extent do the materials incorporate the Overarching Consideration elements to advance students learning of mathematical content and engagement in the mathematical practices? 8

9 9