Teach Embedded Mathematics HS TW Teach Mathematics Embedded

Teach Embedded Mathematics HS TW Teach Mathematics Embedded in Career/Technical Classes: An Eight-Step Process Southern Regional Education Board Gene Bottoms Senior Vice President Southern Regional Education Board gene. bottoms@sreb. org

Teach Embedded Mathematics HS TW Session Objectives n. Overview of “Math-in-CTE” integration model Southern Regional Education Board SC 2007 Embedding Math 2

Teach Embedded Mathematics Southern Regional Education Board HS TW To turn knowledge into practice, the message is clear. If school leaders and CT teachers do not lead to develop a plan for teaching the embedded math in CT courses in high school, it will not happen. SC 2007 Embedding Math 3

Teach Embedded Mathematics Southern Regional Education Board HS TW What specific actions will you take to plan an authentic integrated project every 12 weeks in CT courses with embedded mathematics lessons aligned to state mathematics standards working collaboratively with one or more teachers of mathematics? SC 2007 Embedding Math 4

Teach Embedded Mathematics Southern Regional Education Board HS TW School and teacher leaders who lead to act on research evidence that many students learn best through challenging, real-world assignments create integrated assignments that become places where students use mathematics to address adult-like problems, projects and tasks. SC 2007 Embedding Math 5

Teach Embedded Mathematics HS TW Why We Need a Mathematics. CTE Connection Southern Regional Education Board n Rigorous CTE classes require students to use mathematics n Students do not like mathematics because they do not see the use for it. CTE courses fill that need. n Mathematics is one of the “new basic skills” for industry. n Mathematical literacy is required of anyone entering a workplace or seeking advancement in a career. SC 2007 Embedding Math 6

Teach Embedded Mathematics HS TW Selecting Authentic Projects with a Mathematics Emphasis Southern Regional Education Board n Full implementation will require much deeper study with on-going professional development n Professional development includes teams of CTE and math teachers with strong support from leaders SC 2007 Embedding Math 7

Teach Embedded Mathematics HS TW PROCESS: Develop Math-enhanced Authentic Integrated Projects Southern Regional Education Board n CTE/math teacher teams develop math lessons following a common lesson plan template and rubric. n Teachers share, demonstrate, and discuss these lessons with other teams. SC 2007 Embedding Math 8

Teach Embedded Mathematics HS TW PROCESS: Provide On-going Math Support Southern Regional Education Board n CTE/math teacher teams meet before each lesson. n Community of practice meets several times throughout the year to discuss lessons and challenges. n Community of practice meets at the end of the year to celebrate success. SC 2007 Embedding Math 9

Teach Embedded Mathematics HS TW Before Lesson Development n Prior to developing lessons, math teachers and CTE teachers will work together to “align” concepts. n This process involves taking math concepts that are integral to the lessons in an authentic project. Southern Regional Education Board SC 2007 Embedding Math 10

Teach Embedded Mathematics HS TW Eight Steps for Creating an Authentic Integrated Project Unit 1. Identify a major project that is rich with embedded mathematics content that career/technical faculty will have students complete during each 12 weeks of school. Southern Regional Education Board SC 2007 Embedding Math 11

Teach Embedded Mathematics HS TW Criteria for Authentic Integrated Project Southern Regional Education Board n Large enough to cause students to acquire the major technical, academic and personal skills implied in course goals n Require completion of learning activities that result in work that would be done in a real workplace n Help students understand experience major technology used in the field n Require students to organize information, consider alternatives and use higher-order thinking skills SC 2007 Embedding Math 12

Teach Embedded Mathematics HS TW More Criteria for projects… Southern Regional Education Board n Present problems and open-ended situations. n Require students to apply mathematics skills that are most needed to advance in the career field. n Require students to learn from the teacher, other teachers and experts outside the school. n Involve both individual effort and teamwork. SC 2007 Embedding Math 13

Teach Embedded Mathematics HS TW More Criteria for Projects… Southern Regional Education Board n Engage students in interacting about ways to address a problem and about lessons learned. n Allow students to present results to an audience of educators, students and representatives from the career field. n Require students to work with authentic tools and materials. n Have clearly-defined standards that students can use to evaluate their work and take corrective action. SC 2007 Embedding Math 14

Teach Embedded Mathematics HS TW Eight Steps for Creating an Authentic Integrated Project Unit 2. Identify the embedded mathematics standards that can be taught through the project. Southern Regional Education Board SC 2007 Embedding Math 15

Teach Embedded Mathematics HS TW CT teachers explain project objectives so that mathematics teachers can help discover the embedded mathematics. Tools to help with this process: School/district mathematics pacing guides Southern Regional Education Board State math standards SC 2007 Embedding Math 16

Teach Embedded Mathematics HS TW Example of Math Concept Alignment CT PROGRAM CT Project HEALTH Human OCCUPATIONS Structure and Function Southern Regional Education Board CT CONCEPTS MATH CONCEPTS Compare cell, tissue, organ and body systems relationships Solve linear equations Read and interpret graphs and charts Problem solving involving statistical data Ratio and Proportion SC 2007 Embedding Math 17

Teach Embedded Mathematics HS TW Eight Steps for Creating an Authentic Integrated Project Unit 3. Identify the literacy strategies, study skills and habits of success that students will be expected to apply in advancing their mastery of mathematics content and skills. Southern Regional Education Board SC 2007 Embedding Math 18

Teach Embedded Mathematics HS TW Literacy practices associated with high achievement: Southern Regional Education Board n Often used word-processing to complete an assignment n Often revised written work to improve their quality n Often wrote in-depth explanations about a class project n Read and interpreted technical books or manuals at least weekly to complete assignments in CT class SC 2007 Embedding Math 19

Teach Embedded Mathematics HS TW 15 Literacy Strategies Any Teacher 1. 2. 3. 4. Admit slips Exit slips Double entry or two-column notes Re. Quest 5. Interactive CLOZE 6. Cubing Southern Regional Education Board 7. Open-response questions – A KEY Source: HSTW Literacy Guide SC 2007 Embedding Math 20

Teach Embedded Mathematics HS TW 8. KWL charts 9. Metaphorical thinking 10. Jigsaw reading 11. Paired reading 12. Graphic organizers 13. GIST Southern Regional Education Board 14. Word. Splash/Capsule vocabulary 15. RAFT SC 2007 Embedding Math 21

Teach Embedded Mathematics HS TW Select Habits of Success to: Southern Regional Education Board 1. Create relationships 2. Study, manage time, organize 3. Improve reading/writing skills 4. Improve mathematics skills 5. Set goals/plan 6. Access resources SC 2007 Embedding Math 22

Teach Embedded Mathematics HS TW Eight Steps for Creating an Authentic Integrated Project Unit 4. Assess students’ current knowledge and skills pertinent to the mathematics standards/concepts embedded in the project. Southern Regional Education Board SC 2007 Embedding Math 23

Teach Embedded Mathematics HS TW Getting to Mastery at the Proficient/Grade Level is the key! Southern Regional Education Board n Identify what students must know and be able to do for each new skill or concept. n Identify any prerequisite skills students need in order to be successful. SC 2007 Embedding Math 24

Teach Embedded Mathematics HS TW 20 item pre-assessment, including: Southern Regional Education Board n At least ten reading problems n Procedural mathematics problems n Assess various vocabulary, skills and understanding of mathematics content n Varying levels of the mathematics problem Source: See HSTW Classroom Assessment Guide SC 2007 Embedding Math 25

Teach Embedded Mathematics HS TW What does varying levels mean? Basic – Below grade level Proficient – At grade level Advanced – Above grade level Southern Regional Education Board SC 2007 Embedding Math 26

Teach Embedded Mathematics HS TW Where can we find good examples of assessment items? n Released NAEP items http: //nces. ed. gov/nationsreportcard/nde http: //nces. ed. gov/nationsreportcard/itmrls/star tsearch. asp n State accountability tests-released items n Skills. USA test items http: //skillsusa. org/compete/math. shtml Southern Regional Education Board n Textbooks (enrichment sections) SC 2007 Embedding Math 27

Teach Embedded Mathematics HS TW Team Prepares Assessment n Examine resources for preassessment n Select items suitable for the planned unit. Southern Regional Education Board SC 2007 Embedding Math 28

Teach Embedded Mathematics HS TW Eight Steps for Creating an Authentic Integrated Project Unit Southern Regional Education Board 5. Have career/technical and math teachers work together to design lessons and assignments to engage students with the mathematics knowledge and skills embedded in the project to teach in CT class. SC 2007 Embedding Math 29

Teach Embedded Mathematics HS TW Two emphases in this step: Southern Regional Education Board 1. Bridging the gap between the language of the pathway field as it relates to the language of mathematics. 2. Identifying engaging instructional strategies that aim toward college- and careerreadiness. SC 2007 Embedding Math 30

Teach Embedded Mathematics HS TW Emphasis #1: Bridging the gap between language of the pathway and the language of the mathematics Determining how students will be introduced to the language of mathematics while learning the language of the pathway. Southern Regional Education Board SC 2007 Embedding Math 31

Teach Embedded Mathematics HS TW Emphasis #2: Engaging Instructional Strategies Southern Regional Education Board n Cooperative learning n Project-based learning n Socratic method n Anticipation guides l Videos l Readings n Teacher Demonstrations n Technology integration l Graphing calculators l CBL’s l Excel n Literacy Strategies n Use of manipulatives n Multi-intelligences approach n Practice Problems SC 2007 Embedding Math 32

Teach Embedded Mathematics HS TW Eight Steps for Creating an Authentic Integrated Project Unit 6. Have mathematics and CT teachers work together to prepare lessons to teach the mathematics knowledge and skills embedded in the project in the math class. Southern Regional Education Board SC 2007 Embedding Math 33

Teach Embedded Mathematics HS TW Bridging the Gap between the Language of Mathematics and the Language of the Pathway. Southern Regional Education Board Determine how the language of CT can be introduced into a traditional mathematics classroom: 1. When the mathematics and CT teacher share the same students. 2. When the mathematics teacher might have some of the CT students. 3. When the mathematics teacher has no CT students in their classroom. SC 2007 Embedding Math 34

Teach Embedded Mathematics HS TW Communities of Practice Planning Time Consider ways the mathematics teacher will teach the mathematics embedded in the project. Southern Regional Education Board SC 2007 Embedding Math 35

Teach Embedded Mathematics HS TW Eight Steps for Creating an Authentic Integrated Project Unit Southern Regional Education Board 7. Describe how students will demonstrate their understanding of mathematics knowledge and skills by completing the project as well as completing assignments designed to provide additional practice. SC 2007 Embedding Math 36

Teach Embedded Mathematics HS TW Most important to remember: Southern Regional Education Board n Require students to demonstrate understanding at varying levels of difficulty (basic, proficient, advanced) n Skills USA test items n Include contextual problems from the pathway SC 2007 Embedding Math 37

Teach Embedded Mathematics HS TW Communities of Practice Planning Time With your community, design reteach strategies for students failing to demonstrate understanding of mathematics competencies. Southern Regional Education Board SC 2007 Embedding Math 38

Teach Embedded Mathematics HS TW Eight Steps for Creating an Authentic Integrated Project Unit 8. Develop a summative unit exam to assess students’ understanding of mathematics concepts, skills and procedures used in the project. Southern Regional Education Board SC 2007 Embedding Math 39

Teach Embedded Mathematics HS TW n Create summative paper and pencil assessment exams. n Released NAEP items Southern Regional Education Board n Assess learning through performance-based assessments AND using test items found in college placement exams and state level accountability tests SC 2007 Embedding Math 40

Teach Embedded Mathematics HS TW Seven Elements for Teaching Mathematics Lessons for AIP Southern Regional Education Board 1. Introduce the CTE lesson (CT teacher) 2. Assess students’ math awareness (CT teacher) 3. Work through embedded example (CT teacher) 4. Work through traditional math examples (math teacher) 5. Work through related, contextual examples (CT/math teacher) 6. Students demonstrate understanding (CT /math) 7. Formal assessment (CT/math) SC 2007 Embedding Math 41

Teach Embedded Mathematics HS TW Element 1: Introduce the CT Lesson n Explain the CT lesson n Identify, discuss, point out and pull out the mathematics embedded in the CT lesson. Southern Regional Education Board SC 2007 Embedding Math 42

Teach Embedded Mathematics HS TW Element 2: Assess Students’ Math Awareness Southern Regional Education Board n Begin “bridging” between the CT and mathematics. n Introduce math vocabulary through the math embedded in the CT. n Use methods and techniques to assess the whole class. SC 2007 Embedding Math 43

Teach Embedded Mathematics HS TW Element 3: Work through the Math Example Embedded in the CT Lesson n Work through the steps or processes of the embedded math example. n Continue to bridge the CT and math vocabulary. Southern Regional Education Board SC 2007 Embedding Math 44

Teach Embedded Mathematics HS TW Element 4: Work through Related Math-in-CT Examples Southern Regional Education Board Using the same embedded math concept: n Work through similar problems in the same occupational context. n Use examples of varying levels of difficulty; order from basic to advanced. n Continue to bridge CT and math vocabulary. n Check for understanding. SC 2007 Embedding Math 45

Teach Embedded Mathematics HS TW Element 5: Work through Traditional Math Examples Southern Regional Education Board Using the same embedded math concept: n Work from applied to abstract problems. n Work through examples as they may appear on standardized tests. n Move from basic to advanced problems. n Continue to bridge CT-mathematics vocabulary. n Check for understanding. SC 2007 Embedding Math 46

Teach Embedded Mathematics HS TW Element 6: Students Demonstrate Understanding Southern Regional Education Board n Provide students with opportunities to demonstrate their understanding of the math concepts embedded in the CT. n Connect the math back to CT context. n Conclude the lesson with CT. SC 2007 Embedding Math 47

Teach Embedded Mathematics HS TW Element 7: Formal Assessment n. Include mathematics questions in formal assessments. For example, l. CT unit exams. l. CT project assessments. Southern Regional Education Board SC 2007 Embedding Math 48

Teach Embedded Mathematics HS TW Core Principles for Math-in-CT Southern Regional Education Board A. Develop and sustain a community of practice B. Begin with the CT curriculum and not with the math curriculum C. Understand math as essential workplace skill D. Maximize the math in CT curricula E. CT teachers are teachers of “math-in -CT” NOT math teachers SC 2007 Embedding Math 49

Teach Embedded Mathematics HS TW Core Principles for Math-in-CT Southern Regional Education Board n A powerful, evidence based strategy for improving math skills of students; n A way but not THE way to help high school students master math n Not a substitute for traditional math courses n Lab (experiential venue) for mastering what many students learn but don’t understand SC 2007 Embedding Math 50

Teach Embedded Mathematics Southern Regional Education Board HS TW What specific actions will you take to plan an authentic integrated project every 12 weeks in at least five CT courses with embedded mathematics lessons aligned to Regents mathematics standards working collaboratively with one or more teachers of mathematics? SC 2007 Embedding Math 51

Teach Embedded Mathematics HS TW Where Can I Get Help? n HSTW trainer can provide state, district and/or school site workshops for teaching embedded mathematics Southern Regional Education Board n National workshops planned on March 13 -14, in Atlanta SC 2007 Embedding Math 52

Teach Embedded Mathematics HS TW For more information, contact: Gene Bottoms or Leslie Carson gene. bottoms@sreb. org Southern Regional Education Board leslie. carson@sreb. org SC 2007 Embedding Math 53