Math CCCS Presentation

NJCCCS FOR MATHEMATICS

Content Area Summary:

STANDARD 4.1 (NUMBER AND NUMERICAL OPERATIONS)
• Students must know that there are different types of numbers that can be used to represent quantities.
• Students will be able to perform the operations of addition, subtraction, multiplication, and division, as well as estimate values.

STANDARD 4.2 (GEOMETRY AND MEASUREMENT)
• Students must know that there are different units used for different measurements, and that there are certain qualities that define different geometric shapes.
• Students will be able to transform geometric shapes to form new ones and measure the length, area, volume, and angles of those shapes.

STANDARD 4.3 (PATTERNS AND ALGEBRA)
• Students must know that there are patterns in mathematics and that graphs can be used to give a picture of those patterns.
• Students will organize data in tables, charts, and graphs, and solve for variables in algebraic equations.

STANDARD 4.4 (DATA ANALYSIS, PROBABILITY, AND DISCRETE MATHEMATICS)
• Students must know that outcomes can be predicted based on the theory of probability.
• Students will be able to collect data and analyze it in order to determine the probabilities of outcomes of events.
STANDARD 4.5 (MATHEMATICAL PROCESSES)
• Students must know that mathematics is the language for many other disciplines in education.
• Students will be able to solve problems and communicate mathematical ideas by making connections, reasoning, representing data and ideas, and using technology.

Desired Dispositions:

In order for students to understand the importance of mathematics and how they can use it, curriculum must be developed so that students are active in hands-on problem solving. Students need to have access to the technology used in mathematics, such as computers and calculators. Teachers need to set high expectations for all students and must encourage them to strive for understanding beyond the standards in order to be prepared for college mathematics courses.

Strengths and Weaknesses:

The NJCCCS for Mathematics were revised and changed in 2008 from their previous version in 1996. The most obvious change is the reduction of standards: from 16 to 5 (with many subdivisions). This reduction is a definite evolution because “the new standards are more specific and clearer than the previous standards”. Another positive change which fosters curriculum development (because it helps to understand what to teach at many different stages and how/when to do assessments) is the fact that now expectations are set not only for grades 4, 8, and 12, but also for grades 2,3,5,6, and 7. If there is a weakness here is in the fact that the expectations for the high school years are limited only to the time when students graduate.
The strength of the new standards is in the awareness of how much is needed at every level and grade in order to make Mathematics both meaningful and connected to real life, especially at high school level (of course beyond the simple math of going to buy a gallon of milk or 2 pounds of oranges). And an additional strength is in “the vision of excellent mathematical education [which] is based on the twin premises that all students can learn mathematics and that all students need to learn mathematics”. Paradoxically, the biggest weakness of the NJCCCS is shown in the same area: by reading the 47 pages of standards one does not get the feeling that they go beyond the theory, with very minimal connection with reality and real-life use of mathematics.
The vision of the NJCCCS is very articulated and tries to go beyond the old stereotype about math and about the typical students who excel in it. The wording of the vision is very important: “students excited about math”, “learning math concepts rather than memorizing procedures”, “students working together”, “teachers with high expectation for ALL students”, “providing opportunities for success”, and so on.

Connection to Curriculum:

• Purposes of the standards are to gear the teaching methods towards student understanding of specific topics within the curriculum.
• The standards focus on getting students to understand and demonstrate specific mathematics concepts that are taught.
o A foundation of mathematical ideas and applications that will prepare them for the workplace or for college.
• Initially, the standards might seem that they are meant to be followed in order and build on each other. After further review, the standards may be used simultaneously for certain lessons. It is possible to integrate algebra and geometry.
o This provides the students with an opportunity to learn in different ways and apply what they have learned to specific tasks.
• Teaching of mathematics is objective and not subjective. There is a clear right and wrong.
• The standards gear students to acquire specific knowledge of certain concepts and skills.
• Mathematics curriculum is more of a scaffolding of prior concepts and knowledge
• HSPA clusters are aligned to the CCCS.
• You will probably touch upon every standard in a math course.
• At the moment, there is integrated math, which consists of a mixture of standards in each chapter.
o When writing the curriculum, teachers try to include various standards in each chapter and in each lesson.
• Students build on what they know and apply that knowledge in later lessons and activities.
• I do feel that math standards and curriculum leaves less room for teacher and student creativity. It targets the student’s ability to memorize and understand rather than their creative and analytical ability.

Suggested readings:

Hyde, A. (2007, November). Mathematics and Cognition. Educational Leadership.

Jones, A. (2001, February). Welcome to Standardsville. Phi Delta Kappan. Vol. 82, No. 6, pp. 462-464.

Loewenberg, D. (1996, December). Reform by the Book: What Is: Or Might Be: The Role of Curriculum
Materials in Teacher Learning and Instructional Reform? Educational Researcher. Vol. 25, No. 9, pp. 6-14.

Reys, B. (1999, February). Mathematics Curricula Based on Rigorous National Standards: What, Why, and
How? Phi Delta Kappan. Vol. 80, pp. 454-56.

Steen, L. (2007, November). How Mathematics Count. Educational Leadership.

Usiskin, Z. (2007, November). Do We Need National Standards with Teeth? Educational Leadership.

Curriculum Planning and Myself

There are a few areas in which I realized I needed more help. I begin with the lesson planning I have been for a few years. Designing lessons in the same way that we have learned in class will allow the students better opportunities to think critically and also think in the long term. It is a great way for them to connect the stages as they move along the school year. When it comes to curriculum planning, it is obvious now, that we are able to combine various disciplines. After listening to CCCS presentations, I realized how the standards have many things in common all across the different disciplines. Staying on the positive side, this has been a very helpful course. I have acquired new ideas and new skills in writing lessons and in writing curriculum. I have learned ways in which I can teach along with my colleagues from other subjects. I will be putting many of my new skills into practice and I am sure the students will appreciate it.

Urban Reality

It always upsets me when I hear people talk about urban schools like they are prisons and that the teachers who work there must be afraid of going to work everyday. We cannot hide and ignore the fact that there are many urban schools struggling and facing violence everyday. However, this is not limited to urban schools. When we look at the failing and struggling schools throughout the United States, we will notice that they are not only urban schools. In fact, many suburban schools are facing some extreme problems themselves. I teach in a Newark high school, the same high school I attended, and I work in one of the same classes I sat in as a student. I sit in the same graduate school class with many other graduate students who attended many suburban schools. However, we seem to be doing the same thing with our lives. We are teaching and we are studying to obtain a Master's degree. Urban schools are producing many individuals who are contributing to society. Also, when we look at violence in schools, we will also notice that suburban and rural schools are facing huge problems of their own. Mass shootings and killings are occurring in places least expected, it is not occurring in urban schools. Educators have to stop looking at students from urban schools as inferior. They should respect them and expect that in the future more of them will be sitting in a university classroom with students that are not from "inner city" schools.

Writing Standards

While completing the CCCS Project more questions as to who is writing them come into my mind. The standards vary greatly from subject to subject. The way they are written and what is expected of students. As I realize why American classrooms need standards, there is another question. Where is the accountability on schools, administrators and teachers together, that the standards are being followed? I could see from the building I work in that the vast majority of the teachers do not have a clue regarding the standards in their own discipline. This obviously goes along with the administrators themselves not having a clue of the standards. As the government drafts more laws and expectations for teachers, they are lacking the resources to explain to the educators what exactly is expected of them. Not to mention standardized testing and the pressures of NCLB. Educators should have a louder voice on the laws that govern education. However, it seems to me that the people drafting these laws are not always familiar with education and probably have never even been in a classroom before.

New Teacher Curriculum Development

It seems as only yesterday that we began crafting this project and I had no clue about what I was doing. However, after all of these weeks I have learned many things that will help me become a better teacher. It will also allow me to help other new teachers in the building. Focusing on how students learn should be on the mind of every educator. Unfortunately, educators don't always think about it as much as they should. I have to admit that I also have been guilty of that. However, that has changed after completing this project. I find myself thinking in the long term and trying to follow the plans we have learned about in class to the best of my ability. It is working, the students seem to like the class more and in most cases are eager to participate. I have also shared my findings with my colleagues during our common planning period and some of them are also eager to start implementing the process in their classrooms. Overall, this process has made my job much easier and as I learn even more about the process I try and implement new lessons that will engage the students in more meaningful ways.

Other Assessments

Although we have not read each other's assessments yet, we have had a chance to view part of other groups' work. It is interesting to see how people of different disciplines think. The way they do things and complete their work varies depending on their daily habits. Assessing teachers' performances also varies from school to school, and many times it also varies based on the department a teacher belongs to. It is important for us to look at how people from other disciplines are assessed. As administrators, we may have to evaluate teachers that are not a part of our educational background. It is important for us to get as much training now in order not do to any mistakes later. Having an understanding of different subjects and how teachers should be assessed will be very important for our careers as administrators. There have been cases in my district where administrators do not have a clue about certain subject and are going in to evaluate teachers. How can they provide proper feedback if they do not understand anthing about the subject?

Dealing With Standards

It is true that having standards is a good thing for the future of education in our country. However, at the current stage that we are now, I don't belive that many people understand the standards or have even given much thought to the standards. There are many reasons for this. Firts of all, teachers and any administrators view them as a nuissance and numbers that have to be written down on the lesson plans teachers hand in. Also, many schools have so many things on their agenda that they don't even think about the standards when they go to work each day.
There are the safety issues that schools are faced with every day. There are those students who don't have homes, special needs, bilingual education, and the list just keeps going. For the schools that ar faced with these problems on a daily basis, standards are just one more thing they have to deal with and that is taking up a part of their precious time. On the other hand, the lack of understanding might be the biggest problem when dealing with the standards. Teachers, administrators, and politicians do not understand the standards. This is the reality and there needs to be time allotted for teachers and administrators to become familiar with the standards and the reasons why they are needed for our education system. If in fact they are needed at all.

Enduring Understandings

There are various things in the teaching profession that never seem to get resolved or go away. I will start by mentioning bureaucracy, bureaucracy, bureaucracy. It is is what has destroyed many school districts and the lives of many students. Government officials always have their ideas of how schools should function. However, they are never in office long enough to support their projects or just want to make decisions that will make them look good in the eyes of the voters. Too often these decisions are not the right ones for the teachers and the students. Teachers have to understand that they are the ones making the difference in the students' lives. They have to realize that politicians are not looked up to as teachers are.
Adding to this, teachers must also understand that they will have to grapple with colleagues. Adults are the ones who many times make the teaching profession hard to handle. There might be a miserable administrator who likes to see his/her subordinates feel miserable also. There might be colleagues who do everything in their power to make their colleagues go through a tough time when they go to work. The ultimate understanding that teachers must have is that they chose a profession that is never boring. They are in a rewarding profession and they must understand that they are the only role model that many students might have. Teachers must understand that students all have different backgrounds and that each is unique. As educators, we play a very important role in the lives of all students. Whether they understand it presently or ten years later.

A Successful Novice Teacher

It is not easy to ever define a successful teacher, let alone a novice teacher. Every teacher is unique in his/ her teaching style. However, there are some characteristics that must be present and visible at some level. First of all, all teachers must be willing to accept criticism and take in as much information as possible from their colleagues. Open mindedness is critical in the teaching profession, especially for someone who has very little experience in the profession. Listening to their colleagues, including some older teachers and administrators will provide them with some insight and much needed wisdom. A novice teacher should also be very organized and be a good planner.
Well planned lessons are key to being a successful teacher. Also, being open to students and enjoying the time in the classroom. Successful teachers are usually those teachers who are involved in the school beyond the regular school hours. It is very important for novice teachers to involve themselves in school activities. This allows them to become familiar with school policies that are not always dealt with if someone is only in the classroom. Successful novice teachers will apply the knowledge they have learned in school with the knowledge they should acquire by observing older teachers in the school. They should familiarize themselves with all of the ins and outs of the school they work in and don't become too much of a radical in the first years of teaching. That might cost a novice teacher his/ her job very quickly.

Achieving Backward Design

It seems to me that experts are always changing their opinions regarding how a proper education should be achieved. The idea of teaching through the backward Design model seems very good. Teachers should first think about what the students need to learn and what the goals of a lesson should be. My concern regarding Backward Design is about the bureaucracy that goes in the Abbott districts. The idea of essential questions is great and we have spoke about such approaches at our staff meetings. However, for those people who work in Newark, nothing ever seems to be right. Although change is always welcome, teachers are always under pressure to achieve high on standardized exams. Teachers are expected to think outside the box, yet the curriculum is written straight from a textbook. Following the textbook is crucial in order for the students to achieve well on the mandated exams. Backward Design allows teachers to have some autonomy in the classroom. However, it seems to me that teachers are losing the autonomy they have always enjoyed. They are under pressure to raise test scores, causing entire departments to teach strictly for an exam. I guess teachers might use the Backward Design in order to raise standardized test scores. The one thing that bothers me is that Abbott districts always seem to be the ones experimenting with every new theory and idea regarding education. Although they are the districts that are in need of help, those districts are always trying new things in a short span of time. There is never enough time for the programs to really achieve their full potential. I am afraid that this may also be true for the Backward Design, by the time teachers are ready to implement it in their classrooms and they are perfecting it, something new comes along and it is time to switch and follow a new theory proposed by another educational researcher.

My Personal Mission

As an educator, there are many things that are part of my mission. The first part of my mission is to provide the students with a safe environment in which they feel comfortable and secure. Also, to create an environment where students can be themselves and be unique without the fear of criticized. Every time I go to work I go with the intentions of helping young adults achieve their very best at every task they may be faced with. I want to help students realize their full potential and become model citizens and responsible adults.

What is Curriculum?

When we talk about curriculum, we are usually referring to the courses being offered in a particular school or department. Curriculum also consists of the particular topics of discussion offered in a particular course. For teachers, curriculum can serve as a pacing and reference tool. It refers to the specifics of a course that the district agrees should be taught in class. When a teacher looks at the curriculum, the teacher is looking at the topics that should be covered in class and the timeline in which it should be done. In many cases, the people who write the curriculum are not the ones who have to use it in the classroom. Teachers should be the ones designing the curriculum and deciding what is best for the students. School administrators should allow teachers the opportunity and time to do so. Administrators who have an extensive background in the classroom should also sit with the teachers and discuss the writing and revising of curriculum. Too often, especially in big school districts, we see people who have absolutely no idea of how a classroom should function telling teachers what to do in their classrooms and how to teach their students. Curriculum is for the students and teachers and therefore should be designed and controlled by the teachers. It should not be controlled by politicians or by other people with personal interests in the central office. Curriculum should not be designed by people who have phantom positions in the central office or in the state department of education. A well written curriculum will ensure that the students and teachers are making the best possible use of the time they spend together. Who is better qualified to design and control the curriculum than teachers and those administrators who are in daily interaction with teachers and students?