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Advancing the Common Core State Standards in Math:Making Connections to STEM
CSLNet SummitMarch 2015
Panel ModeratorJoan Bissell, CSU Office of the Chancellor
PresentersIvan Cheng, CSU NorthridgeCarol Fry Bohlin, CSU Fresno
Diedre Sessoms, CSU Sacramento
Ivan Cheng
Associate Professor, Department of Secondary Education CSU Northridge
Supporting Pre-Service and In-Service Teachers for Common Core
Common Core Standards
New Demands on Students• Make sense of problems and persevere in solving them• Reason abstractly and quantitatively• Construct viable arguments and critique the reasoning of others• Model with mathematics• Use appropriate tools strategically• Attend to precision• Look for and make use of structure• Look for and express regularity in repeated reasoning
Common Core State Standards in Mathematics:Standards for Mathematical Practice
Common Core Standards
New Demands on TeachersMath and science teachers need to align their curricula with 21st century standards. In particular, the recently adopted CCSSM requires teachers to shift their instructional practices from the traditional “show and tell” approach to creating opportunities for students to “construct viable arguments and critique the reasoning of others” (p. 6).
Rising Above the Gathering Storm, Revisited:Rapidly Approaching Category 5
from the Committee on Prospering in the Global Economy of the 21st Century
Unfortunately, the current instructional practices of many American math teachers align poorly with the demands
of the CCSSM and instead emphasize explaining and demonstrating procedures—the kind of teaching these
teachers themselves experienced as pupils.
Hiebert, Morris, & Glass, 2003; Lampert, 1990; Smith, 1996
The Problem
The Need
Teachers need support in implementing the new standards and tools to help them shift their practices.
“Teachers learn well just as students do – by studying, doing, and reflecting; by collaborating with other
teachers; by looking closely at students and their work; and by sharing what they see.”
Linda Darling-Hammond (1999), p. 12
One Solution
StudentThinking
Assess
Brainstorm
CreateDiscuss
Evaluate
One Solution
Assess
Brainstorm
CreateDiscuss
Evaluate
StudentThinking
The Responsive Teaching Cycle (RTC)
One Solution
The Responsive Teaching Cycle (RTC)A. Assess students’ thinking and misconceptionsB. Brainstorm strategies to address learning needsC. Create learning activities to support studentsD. Discuss implementation concernsE. Evaluate the implementation of lesson
• Collaborative inquiry as ongoing, job-embedded professional development
• Focused on getting through to the students,rather than getting through a textbook
CST Results
Percentage of 8th graders scoring Proficient or Advanced on Algebra 1 CST
Year 1
One Solution
Impact on Pre-Service Practice (based on PACT)
One Solution
Lesson Focus Supports for Access Engagement Strategies
12“Balanced”
8Developed by ST 12
Evident & explicit4Embedded in curr.
6“Traditional-Procedural”
4Limited
4Unclear
2Not provided
2Absent
One Solution
Impact on Pre-Service Practice (based on PACT)• Designed lessons around students’ learning needs• Implemented lessons using “reform” practices• Assessed students daily to inform instruction• Supported students in learning mathematics• Learned how to teach in an urban school
Paper presented at AERA, 2009
One Solution
Implications for Preparation of Math Teachers • Teachers are the key for helping students gain access to
colleges• Teachers, both pre-service and in-service, need
opportunities and spaces to engage in collaborative inquiry around students’ thinking
• Teachers need a learning environment to support generative change
Carol Fry Bohlin
Professor and Director, Mathematics and Science Teacher Initiative (MSTI)Coordinator, M.A. in Education – Curriculum & Instruction OptionEditor, California Online Mathematics Education Times (COMET)CSU Fresno
Engineering Success forProspective K-8 Teachers
California State University, Fresno
The “E” in STEM
Dr. Ram Nunna, Dean of the Lyles College of Engineering, at the Central California STEM Collaborative Spring Symposium at Fresno State – 5 March 2015
California State University, Fresno
California State University, Fresno
• Liberal Studies major Future K-8 teacher• 120-semester-unit Liberal Studies major at
Fresno State includes 9 semester units of math + 12-13 semester units of science
• Concentration: 12 upper division semester units• STEM Concentration:
– “Environmental Earth and Life Sciences– “Energy, Technology, and Society”– “Physics, Pedagogy, and Outreach”– “Engineering Literacy”
Liberal Studies STEM Concentration
California State University, Fresno
Engineering Literacy Course(One of 4 Liberal Studies STEM Concentration courses)
• Equity and Justice (environmental and social justice, livable communities)
• Ecosystem and Habitat (biodiversity, conservation, land preservation)
• Culture (aesthetics, historic and cultural preservation)• Air/Water/Space/Land Quality(greenhouse gases, health, etc.)• Energy (consumption and
efficiency)• Materials (hazardous waste,
recycling)
California State University, Fresno
Engineering Literacy Coursefor Liberal Studies Majors
Course Outcomes• Humanities and Engineering• Design Constraints• Sustainability• Context-Sensitive Solution• Problem Solving• Communications• Critical Reasoning
Lab Activities• Ancient construction• Public perception of engineering• Engineering resources• Engineering drawings• Engineering communication• Spreadsheet calculations• Engineering design
California State University, Fresno
Lab Components• Small-scale lab• Field survey• Library workshop• Drafting lab• Writing lab• Computing lab• Presentation venues
• Project– Selection– Design– Optimization– Building and
Construction
California State University, Fresno
Hands-on Faculty Professional Development (NGSS and CCSS-M)
California State University, Fresno
Hands-on Faculty Professional Development (NGSS and CCSS)
California State University, Fresno
California State University, Fresno
NGSS Crosscutting Concepts andCCSS-Mathematics Domains (K-8)
K-5 CCSS-M Domains:• Counting and Cardinality (Grade K)• Operations and Algebraic Thinking• Number and Operation in
Base 10 (and Fractions, Grade 3-5)• Measurement and Data• Geometry
Grade 6-8 CCSS-M Domains:• The Number System• Ratios and Proportional
Relationships (Grade 6-7)• Expressions and Equations• Geometry• Statistics and Probability• Functions (Grade 8)
NGSS Crosscutting Concepts
1. Patterns2. Cause and effect3. Scale, proportion, and quantity 4. Systems and system models5. Energy and matter6. Structure and function 7. Stability and change
Focus is on developing skills in communicating, critical thinking, analytical reasoning, and problem solving.
California State University, Fresno
M1. Make sense of problems & persevere in solving them M2. Reason abstractly & quantitatively M6. Attend to precision
M7. Look for & make use of structure M8. Look for & express regularity in repeated reasoning
S2. Develop and use models M4. Model with mathematicsS5. Use mathematics & computational thinking
E1. Demonstrate independence in reading complex texts and writing and speaking about themE7. Come to understand other perspectives& cultures through reading, listening, andcollaborations
E6. Use technology
& digital media strategically & capably
M5. Use appropriate tools strategically
S8. Obtain, evaluate
& communicate information
E3. Obtain, synthesize, and report findings clearly and effectively in response to task and purpose
S1. Asking questions and defining problems. S3. Planning and carrying out investigationsS4. Analyzing and interpreting data S6. Constructing explanations and designing solutions.E2. Build a strong base
of knowledge through content rich texts
E5. Read, write, and speak grounded in evidence M3 & E4. Construct viable arguments & critique reasoning of others S7. Engage inargument
from evidence
Nell Papavasiliou [email protected]
California State University, Fresno See http://ell.stanford.edu/content/science
Adapted From:Cheuk, T. (2012) Relationships and Convergences Found in the Common Core State Standards in Mathematics (practices), Common Core State Standards in ELA/Literacy (student portraits), and A Framework for K-12 Science Education (science & engineering practices).
Engineering
Science
ELA
Math
Engineering Projects Day – Future K-6 Teachers Join Engineering Majors
California State University, Fresno
California State University, Fresno
New Confidence and Competence
Liberal Studies STEM Concentration Fresno Unified Teacher Residency Program
California State University, Fresno
Next Steps in Professional Development in STEM Areas
• Join professional organizations: CMC, CSTA, CUE• Attend professional conferences (like this one!)• Attend CSMP Institutes (SJVMP, CVSP, CVCUE)• Become active in the Central CA STEM Collaborative• Earn a graduate degree in math or science education• Attend district/COE/IHE PL opportunities• Become active in CAMTE• Subscribe to COMET (news, information)
and the CSLNet newsletter JCalifornia State University, Fresno
A Few Questions/Challenges• Where is STEM’s “E” in the list of professional
organizations, conferences, and workshops for teachers?• Should STEM education grants to IHEs require
faculty members from each of the STEM areas to be included?
• What are effective ways to bridge cultural and professional divides between IHE faculty in different STEM fields and to create awareness of the CCSS and NGSS to better prepare future mathematics and science teachers?
• Should those leading STEM education efforts have academic degrees in a STEM area? Does a leader’s degree/training/ experience impact a leader’s perspective on STEM education?
• How should future middle school mathematics and science teachers be prepared? Are there alternatives to the state’s current credential pathways that might be explored?
California State University, Fresno
Additional Information about the Engineering Literacy Course
• Tehrani, F.M., Papavasiliou, N.K., Nelson, F.L., Bohlin, C.F.,& Brady, M. (2014, April). Engineering Literacy: Educating prospective elementary school teachers to lay the foundation for a more knowledgeable and well-prepared generation of engineering students. In Proceedings of the 2014 American Society for Engineering Educati on Zone IV Conference, Long Beach, CA, pp. 399-412.
• Tehrani, F.M., Nelson, F.L., Papavasiliou, N.K., Bohlin, C.F.,& Brady, M. (2014, April). Integrating STEM into K-6 Teacher Education: A Multi-Disciplinary Approach to Faculty Collaboration. In Proceedings of the 2014 American Society for Engineering Education Zone IV Conference, Long Beach, CA, pp. 537-538.
• http://tinyurl.com/ASEE2014-ConferenceProceedingsCalifornia State University, Fresno
Deidre Sessoms
Professor, College of EducationDirector, Faculty Research DevelopmentCSU Sacramento
Understanding Mathematicsand Science Through Sports:
The CSU-Chevron STEM ZONE Partnership
Project Goals
• Increase teachers' skills and confidence in the teaching of scientific and engineering concepts and practices
• Improve teachers' content knowledge in these subjects
• Increase student knowledge of and interest in STEM subjects
• Create sustainable resources for teacher professional learning
Chevron’s STEM ZONE
• Hands-on and interactive warehouse-style environment
• Features learning stations • Agronomy, slope and acceleration, Bernoulli’s
Principle, reaction time, biofeedback, and thermal imaging
• U.S. Women's Open STEM ZONE
CSU Role in STEM ZONE
• “Teachers” are CSU STEM students & future K-12 teachers
• Attendees at STEM ZONE are 3rd – 8th grade children from primarily Title 1 schools & after school/out of school programs
• Both benefit from the experience
CSU Student Instructor
“I didn’t have any idea it was going to be a hands-on thing, I thought it was just going to be us talking and talking and talking, but I realize that people get really interested when they actually do it! … there are so many things that you can do; they feel more connected, the kids feel like ‘let me try this, let me try that!’ And I feel that’s really good because that’s how they learn faster.”
CSU Student Instructor
“They did a great job putting this together because when kids think of science and math they think it’s going to be boring, but looking at this, it’s a lot of fun! I thought it would be harder to explain, but I understand what I’m talking about and it’s easy for me to teach them…. These tools really help them understand what we are trying to teach them.“I just learned about Bernoulli’s Principle last week, and I didn’t really understand it until I saw the example and now I learned too….”
Teacher Professional Development
• Developed a teacher handbook – Activity descriptions with math/science
explanations– Extension activities
• Provide information on CCSS and NGSS practices
• Links to other sports and STEM examples
STEM and Sports Links
• STEM in Sports: http://www.connectamillionminds.com/campaigns/stem-in-sports/
• NASA Spaced Out Sports: http://education.ssc.nasa.gov/spacedoutsports.asp
• STEM in 2014 Olympic Winter Games:http://www.nsf.gov/news/special_reports/winterolympics
Joan Bissell
Director, Teacher Education and Public School ProgramsCSU Office of the Chancellor
Discussion and Wrap-Up
Joan [email protected]