CSULA CCSSM-STEM Conference Angelo Segalla March 14, 2014
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Transcript of CSULA CCSSM-STEM Conference Angelo Segalla March 14, 2014
CSULACCSSM-STEM Conference
Angelo SegallaMarch 14, 2014
The Growing Pushback to Common Core
Hard Core Professional Development
Needed to Push Back the Pushback
• CCSSM, Déjà Vu all over again . . . ?• As with the New Math …? • S = { x | x ε Educational Junkyard} • … Just saying…
Communist Core is NOT about Education...it is about CONTROL.
• http://video.foxnews.com/v/3217486811001/growing-pushback-against-common-core-curriculum/#sp=show-clips
What to do?• Professional DevelopmentoProfessional Development• Professional Development
oProfessional Development• Professional Development
o Professional Development• Professional Development
o Professional Development• Professional Development• Professional Development• Professional Development• Professional Development
No PD, No CC
• Professional Development thato leads to PUFM (Liping Ma)
• Professional Development o concentrates on content—on the matho content pedagogy
• Professional Development thato trains teachers to leave FOIL and PEMDAS behind
• Professional Development thato trains teachers not to start with pizzas to illustrate fractionso trains teachers not to use the LCD in the definition of addition of
fractionso trains teachers to encourage kids to add fractions the way we add
whole numbers on the number line• Professional Development that
o trains teachers to motivate “slope” with similar triangles • Professional Development that
o trains teachers not make manipulatives the centerpiece of multiplication of binomials
“People Magazine” Textbooks • Lots of pictures . . . lots of color
. . . • Does this distract or enhance
learning? • This has not changed with the
new California textbooks adopted
• I know, I was there Summer 2013
• Do the new adoptions align with CCSSM? No!
• Professor H.S. Wu calls this a de facto national curriculum TSM (Textbook School Mathematics). o See H. Wu, Bringing the Common Core State
Mathematics Standards to Life. American Educator, Fall 2011, Vol. 35, No. 3, pp. 3-13.
Adoption of CCSSM does not imply successful
implementation
• Strong PD programs for implementation include well written textbooks and instructional materials
• (My experience) many (most?) 2013 CA adopted mathematics textbooks and materials for grades 6-8 are not CCSSM aligned
•
Remember . . .
Overall, however, t
he evidence su
ggests a
positive re
lationship between te
achers’
mathematical knowledge and gains in
student
achievement.
A critic
al componen
t of th
is
recommen
dation is
that
teach
ers be g
iven ample
opportunitie
s to
learn
mathem
atics f
or teach
ing.
Math English Science Social Scine
Year CSET* Program Total % Exam CSET/PRG
98/99 2 21 23 9% 2:21 0:1 0:1 10:21
99/00 1 10 11 9% 1:10 0:1 0:1 4:11
00/01 2 13 15 13% 2:13 0:1 0:1 1:5
01/02 1 16 17 6% 1:16 0:1 3:19 13:35
02/03 2 14 16 13% 1:7 1:5 9:16 17:31
03/04 12 24 36 33% 1:2 8:23 25:24 37:42
04/05 27 26 53 51% 27:26 26:71 32:17 29:43
05/06 27 28 55 49% 27:28 43:64 13:3 44:43
06/07 17 37 54 31% 17:37 21:20 4:1 36:47
07/08 32 17 49 65% 32:17 16:23 19:6 12:29
08/09 32 22 54 59% 16:11 31:47 5:3 28:37
09/10 22 18 40 55% 11:9 27:29 24:7 27:32
10/11 41 25 66 62% 41:25 29:40 19:12 5:3
11/12 23 16 39 59% 23:16 16:33 21:8 29:22
12/13 29 17 46 63% 29:17 11:14 10:1 2:3
Total 270 304 574 47% 135:152 153:365 261:167 183:260
*Praxis before 2000?
The Elephant in the Room
A word from Professor MacCallum
Main challenge … ensuring teachers are ready to handle a tougher set of requirements for their students.
[Teachers] are going to be called on to have a deeper understanding of what the math is all about…
For many states, these are simply higher standards than they had before. That in itself is a hard thing.