Speaker handouts/presentations are available by clicking on the appropriate session title.
The Central Section of the California Mathematics Council
and the South Kern Mathematics Partnership
2016 Central Valley
Common Core Mathematics Symposium
This year’s theme: Productive Struggle
March 11-12, 2016
California State University Bakersfield, 9001 Stockdale Highway, Bakersfield, CA 93311 Student Recreation Center – Building 67
Friday, March 11, 2016
Administrators & Lead Teachers
11:30 am – 3:00 pm (includes lunch)
Lori Hamada: Director, AIMS Center for Math and Science Education
(Former Principal Central Unified School District)
Michelle Standlee: Learning Director at Jefferson Elementary, Lindsay Unified School District
CCSS has been out since 2010, but the high stakes assessment is still in flux. Curriculum is still in question in many districts.
As supervisors, our teachers and our colleagues look to us for direction in this new era. What are the policies and structures that we can put in place to support the work of the classroom teacher? Although there is no silver bullet, together, we can find solutions to the most challenging issues.
Come join the discussion on how, as leaders, we can continue to move a staff for-ward in these times of change.
Tips and strategies will be shared by two site administrators.
Saturday, March 12, 2016
9:00 am – 4:00 pm (includes continental breakfast & lunch)
Saturday: Opening and Closing Sessions
Phil Daro, Co-author of the Common Core Mathematics Standards
Using Progressions to make progress
Mathematical concepts build on each other. In writing the Common Core mathematics standards, we put a lot of effort into sequencing concepts that depend on each other in a coherent way. Progressions also must align to cognitive development of children. The Standards lay out progressions across grades, but do not specify progressions of lessons and chapters within a grade. Instructional programs must do that. The toughest job, however, belongs to teachers who must deal with the progressions within each lesson, day in and day out. This session will show how differences among students within each lesson reveal the real progressions along which students travel to learn. The variety of ways students think about a particular problem can and should be used as stepping stones within each lesson to bring students up to grade level thinking each day.
Breakout Sessions for Administrators & Teachers
Pre K—TK: You Want My 4 and 5 Year Old to Do What?, Elizabeth Gamino and Wilma Hashimoto
Children of all ages learn by productively struggling with complex problems. The new state standards and mathematical practices are rigorous and students will be tasked to engage in the mathematics differently than in the past. As a result, early learning is recognized as the foundation for academic success in the future years. Young students don’t come to us with “productive struggle” behaviors. Come and explore ways to engage your students in “minds on – hands on” tasks that lead to understanding, make learning goals feel attainable and effort seem worthwhile, produce results, lead students to feel empowered, and promote efficacy. Learn how the CDE Preschool Foundation and Frameworks align with the Kindergarten State Standards as early learning is a continuum. Find out what the research states, what are best practices, and how to teach mathematics in early learning classrooms.
K-2: Choosing The Right Problem Solving Tasks, Hilda Wright, Erin Dreher , and Keli Puckett
Choosing a good problem solving task can promote math discourse. Through this math discourse, productive struggle will happen and the teacher’s role will be to ques-tion, prompt, and cue so that students can reason and justify about the mathematics they are learning. Come learn how to choose the right problem solving task so you can create a classroom that promotes discussion and embraces productive struggle.
3-5: Structuring Tasks to Engage Students in Productive Struggle, Christine Roberts
How do you support students while doing challenging tasks? Do they work hard and focus on the task at hand or do they get frustrated and give up? We will explore ways to select and structure tasks to engage your students in productive struggle. Redefine the role that effort and struggle play in learning mathematics in your classroom. Learn strategies to help students build perseverance as they make sense of and solve problems.
6-8: Involving Students in the Formative Process to Develop the Mathematical Practices, Travis Burke
Many of our Intermediate and Junior High age students have a mathematical history that does not include the Mathematical Practices that overarch the Common Core State Standards. How do we provide productive struggle, non-algorithmic teaching, multiple approaches to critique, and the exploration of mistakes to students whose background opposes these practices? Join us as we explore the ideas of worked examples, formative re-engagement tasks, peer and self assessment, and structured discourse as strategies to scaffold for these students in a way that emphasizes the Mathematical Practices and the concept of productive struggle.
High School: Using Modeling to Create a Problem Solving Environment, Carl Veater
Modeling with mathematics is one of the most misunderstood Mathematical Practices, as it is much more than just drawing pictures, using graphs, or showing work. Modeling presents the perfect environment for all students to problem solve and engage in productive struggle. Come learn how to choose problem solving tasks that require true modeling. This session will help you open the door for your students to experience real-world mathematics.
Special Education: Engaging ALL learners in productive struggle, Meagan Dorman and Brandon Dorman
Learn how to engage all students in productive struggle through the framework of Universal Design for Learning. With hands-on activities and theory embedded into this session, see strategies to scaffold instruction and set up your students for maximum learning.
This symposium is brought to you by the Central Section of the California Mathematics Council and the South Kern Mathematics Partnership
For more information, contact: Geoffrey Dean, CMC Central Vice-President: email@example.com