CCCS+Phil+Daro


 * 6/28/2011 Phil Daro

Standards are different species

Phil Daro is hopeful that CA Common Core will become more in line with regular Common Core (minus the CA 15% which is not in line with the philosophy of theCommon Core) For example, Takes three years to teach the quadratic in Japan Content of Common Core is spread over grade 8 and the high school course content. MA and Minnesota (high performing states) were already spreading it out. Goal is to get them ready for college and meet A-G requirements.

Because it wasn't political, Common Core didn't have to meet political concensus.

Learning about fractions is a mess in our country. There is less to learn by 40% and math researchers (people like Marilyn Burns piloted things) put things in the correct sequence and order for the cognitive ability for students.

Big changes - Geometry is not based on Euclidian geometry anymore, but transformations. Algebra works with a balance of functions and equations.

Major research finding: 1. Something is wrong with mathematic teaching in this country. 2. There is something wrong with the curriculum.

3. THe problem is not how we are teaching it is what we are teaching.

Hard to hear comparisons to other countries -"it is different, they are not the same." it is true, the are not the same, but we can learn things by comparing. Going to SIngapore was not to a suburban school, many students immigrants, multi-ethnic. 5 different languages are spoken and are teaching in English.

Why do students have to do math problems?

1. to get answers 2. I had to, why shouldn't they 3. so they will listen in class 4. to learn mathematics

It is all about answer getting in this country, and this is only a very small part of the mathematics. In other countries, the answer shows up 3-5 minutes in the problem. The product of teaching mathematics is the the math they walk away from after the chapter.

Answer getting is important too. I want all of my students to understand why the students who aren't getting the right answer why that studen'ts answer doesn't work.

In this country, we need to devise method to postpone answer getting.

Japanese: How can I use this problem to teach the mathematics of this unit? US? How can I teach my kids to get the answers to this problem? ( I will use math they know, and teach them a mnemonic device, a procedure or even a trick (not math) to get the answers - butterfly method. WE can not use things like the butterfly method! This is the building block for Algebra. equivelent expressions, not only that it only work if you are adding two fractions, what about ading three unit fractions.....

Some people set up a problem and cross multiply for teaching. You should be calling the things ratios, not fractions, equations, not proportions!!!! Why don't we say, set up equations and solve. Instead of cross multiply, don't remove academic language...you need to prepare for Algebra, takes a little longer, but this is the grade level math....tell them to multiply both sides of the equation by the same number.

Say no to FOIL....it works for BINOMIALS.....it is good for a whole chaper!!!! What is the math you want them to walk away with, to the next chapter to the next course???? YOu need them to understand the distributive property. The FOIL method is hiding that you use the foil method twice. What is a polynomial???? THis is really just a study of the distributive property.

Canceling: x5/x5, 50% of American kids say 0. This is the identity property. The thing that ties this all together is the nine properties of Algebra. Everytime we use one we should say it. You could introduce students to the word canceling, btu In Japan, one of the ways they avoid answer getting is to avoid asking a problem with a question. STEM problems. You want students to bet thinking about this information, but don't want them starting right away on the math.

Here are some possibilities: Make up a word problem about this information. A dragonflies flies 50 meters in 2 seconds. How much faster is the dragonfly than the 55m/hr speed limit. How fast is the dragonfly going?

After the initial feedback, you get the idea, there is the relationship about d,r,t.

If you just ask the book question (say question number 1). Students use skip counting to get the answer, table makers, doing arithmetic (division), equation, graphing.....second grade math primarily, skip counting.

If you just present one problem.....have the skip counter present...have the table maker go....have them relate that to skip counters...make sure the table people put a one in the column so the unit rate is up there so when the equation people present, you have it there.

If you have the students create their own problems, they will

Partners are the easiest social group to deal with, groups of four....hard to make a group of four work. Beginning of chapter, okay for groups to choose each other...end of chapter, choose partners so

one minute a minute and half - kids can be quiet, after that clasroom managment problem Interrupt while still interested in problem

Tom, Dick and Harry problem.

When you are building on a new knowledge it is I, we, you.

In secondary schools, you are often building on prior knowledge, you must do a you, we, I. ||  || 6/29/11
 * About · Blog · [|Pricing] · Privacy ||
 * About · Blog · [|Pricing] · Privacy ||

D.Weck chief theorist Andy Elliot U. of Rochester.

Theory to be motivated to try hard

1. They have to believe they can get better if they work at it. (If they think they are born good or bad at math, this will be detrimental.) What you want them to believe is that is an entity trait, it is malleable, like basketball. You can get smarter by learning. Your intelligence is not fixed. And actually your brain does grow new cells when you learn. Even 80-90 year olds will grow new brain cells. Consider know it alls of any age - this is a shrinking brain. If you want to stay young, put yourself in a situation where you don't know what to do, and figure it out. You must go through a period of productive struggle.In terms of school leadership, not okay to say I am not a math person, or I am not a writer or a reader. Everyone can get better.

2. If you perceive your assignment a competence test, 90 percent will avoid. This will trigger performance anxiety. If you perceive it as a task to be accomplished, almost 100% of the folks will be attracted to it. Mildrey Muglocking Redwood City did a study, changed grading systems in different classrooms...one class - traditional, turn in C work, get a C on assignments, get C assignments back, get C on report card. Other class, turn in C work, it gets turned back and students told it is not good enough, you must keep working until it is an A or B. This is called Accomplishment Assessment.

3, What you ask them to accomplish is plausible. Difference between Singapore standards and US - Singapore standards not too high. Division of fractions in 6th grade in Singapore (we changed it from 5th grade because it wasn't working.) Sigapore's standards and kids performance is close. This is why achieving those standards is plausible. In CA, it is not plausible. It is not motivating, it is demoralizing. You don't want your kids to be treated the way you are feeling! Some of the assignments, you are going to have to scaffold. Kids maybe will not get as far, but you do not want to do the actual work for the students.

!/2 or 1/3 should be based on revised work. This idea of revision. What are you responsible for as a kid. Also recommend that grades be based on common assignments. You want them to talk together on the common assignments. Grade level, departments, grade these in common grading time. It puts you in a relationship with the kids. That assignment is like game day. If you focus on an accomplishment based system, one of the interesting things, the public has gotten confused. WHat are we trying to accomplish? Get a score? OR do and use mathematics? How can we give credit to and make count the mathematics that we do all year?

Video games are based on this same theory of motivation....you go up levels, get different weapons, unlock different pokemon, etc. Kids are interested in their progress.

TIMMS comparison...4th grade. Hong Kong was number one in 2002. Hong Kong taught slightly less than 1/2 than what was on the test.

We know this NAEP did a study of a alilgnment....one state's standards is as likely well correlated to a state's standards as to another.

What is the correct balance of assessment/ things to produce. We want to reduce the number of tasks like the back of the answers of the Algebra book. Not eliminate this, but reduce these tasks so that we can ask them to justify and explain things.

Example of one of the new assessment questions gives students the answer....4/5 is closer to one than 5/4. Explain using the nubmer line. Old CST question, what is closer to 1, 4/5 or 5/4?

No point in replacing books until 2013 to 2104.

In the standards,

if you think about the role of expressions, usually it is one expression equals another expression or an expression =0. The expression composes constraints on the valuable of the variable. When working with functions, the expression maps value of variables to values of function. Usually infinitely.

Write word problems for .25a +3 =0 and f(a) = .25(a) +3