K12 Regional Mathematics Curriculum Framework

1
So Whats the Big Idea?
I know this addresses Standards!
Where does this fit?
Great Activity!
You should know this from last year!
How can I teach all these topics?
The amount of stuff is overwhelming!
2
K-12 Regional Mathematics Curriculum Framework

• Developed by Teachers in Southwestern
  Pennsylvania

3
Background and Rationale

• PA and NCTM Standards
• What is standards-based curriculum and
  instruction?
• TIMSS Data
• U.S. curriculum lacks focus and coherence
• Glenn Commission Report
• Importance of high-quality teaching

4
From U.S.TIMSS Study Michigan State
5
Project Goals

• To develop a regional curriculum framework for
  mathematics
• To ensure that the framework addresses the PA
  Academic Standards for Mathematics
• To promote focus and coherence in the curriculum
• To promote standards-based instruction through
  professional development

6
Team

• 13 teachers (and a facilitator) from the region,
  collectively including
• 279 years of classroom teaching
• 27 academic degrees
• 6 math department chairs
• 3 math coaches
• 2 members of instructional support teams
• 1 mathematics supervisor

7
Team (continued)

• 5 teach college classes
• 4 elected representatives to the Math and Science
  Collaborative Steering Council
• Both the immediate past-president and
  president-elect of the Mathematics Council of
  Western Pennsylvania (MCWP)
• 1 winner of a National Title 1 award

8
The Process

• Four grade-band teams
• Met for 3 weeks - 2 in June, 1 in Aug.
• Spent 1,365 person hours

9
Process (continued)

• Team members identified big ideas at each grade
  level
• Discussed across grade levels
• Eliminated unnecessary repetition while assuring
  there were no gaps
• Confirmed that PA and NCTM Standards are
  addressed
• Illustrated big ideas with lessons

10
The Product

• Curriculum is presented in 3 forms
• Knowledge networks - Big Ideas
• Scope and sequence- across grade levels
• Essential elements for each grade level

11
Knowledge Networks
12
Second Grade - Knowledge Network
13
(No Transcript)
14
(No Transcript)
15
Standards-Based Classrooms

• Classrooms that include
• Content linked to standards
• Instructional practices that foster problem
  solving, communication, reasoning and connections
  through multiple representations
• Authentic assessments that enable students to
  show what they know and can do in mathematics

16
How is Curriculum Defined?

• TIMSS Intended Curriculum, Implemented
  Curriculum, Achieved Curriculum
• PA Chapter 4 Regulations
• A series of planned instruction that is
  coordinated and articulated and implemented in a
  manner designed to result in the achievement by
  all students of specific knowledge and skills and
  the application of this knowledge

17
Framework includes

• Sample lessons, activities, and investigations
• Sample performance assessments
• An annotated bibliography

18
Interest in the Framework

• Full-day orientation sessions at Intermediate
  Units
• Half-day sessions
• - Math Council of Western PA
• - South Hills Area School District Assoc.
• - School Performance Network
• - Science Resource Providers
• Presentations
• - PA Council of Teachers of Mathematics
• - PA IU State curriculum meeting
• - National Council of Supervisors of Mathematics
• Organizing tool for Governors Institutes for
  Mathematics Summer 2001

19
How has the Framework been used?

• As a tool to revise/write curriculum
• In staff meetings to review planned instruction
• As an organizing tool
• To help focus on essential content
• In selection of new math program
• As cornerstone of math curriculum
• In an information session for parents

20
Comments from district personnel

• The Framework is clear, concise, and
  user-friendly.
• is easily applicable, not laborious
• The big ideas are like a fog was lifted and now
  we have a clear vision
• The Framework was a valuable tool
• Our teachers loved the webs and the big ideas!

21
Top Ten Reasons Why You Should Use This
Curriculum Framework

• 10 - 1,365 person hours were spent creating it
• 9 - Made by K-12 teachers for K-12 teachers
• 8 - To see connections in the laundry list

TOP TEN
22
TOP TEN (Continued)

• 7 - To eliminate needless repetition
• 6 - To avoid feeling overwhelmed with so much
  content
• 5 - To move from concrete to graphic to abstract
  at all levels
• 4 - To shift from a focus on procedures to
  problem solving

23
Top Ten (continued)

• 3 - Illustrated with rich classroom tasks
• 2 - To ensure that PA Standards and NCTM
  Standards are addressed
• 1 - To increase depth of student understanding