How do we align our curriculum and pedagogy to the Common Core Instructional Shifts?
The release of the Common Core Instructional Shifts in Mathematics validated and reinforced the work our Mathematics Vertical Team has been rigorously engaged in over the past ten years. Throughout this time, Application has always been at the heart of our project-based curriculum. Almost every unit of study culminates in a rigorous project through which our students creatively apply mathematics concepts in a meaningful context. In addition to these unit projects (which we call exhibitions), we also assess understanding through unit tests and final exams at the end of each semester. This combination of assessments demonstrates our commitment to the Dual Intensity shift. We believe in the importance of extended applications, while recognizing that they are not a replacement for on-demand tasks that assess specific mathematical concepts and Fluency. Our teachers are committed to devoting the time needed to implement this thorough combination of assessments. This underscores our belief in a Focused curriculum that values depth over breadth.
For the past two years, the main focus of the work of the Math Vertical Team has centered around promoting Deep Understanding. We are constantly challenging ourselves to “break open lessons” by refraining from asking leading questions and removing just the right amount of scaffolding to ensure that our students need to think deeply and critically to complete the tasks we present. We believe that students learn best when they are engaged in a productive struggle to solve non-routine problems and construct meaning.
Our talented team of middle and high school mathematics teachers are engaged in a continuous dialogue focused curriculum and pedagogy. This allows us to develop and implement a Coherent 6th through 12th grade curriculum. We know that a deep and flexible understanding of mathematics develops over time. This necessitates the spiralling of content throughout each year and subsequent years. We also believe that although many of our students have gaps in their understanding, this must not prevent us from continually exposing our students to new and interesting concepts. Our math teachers like to say that we help our students “fill potholes as they pave new roads”.
Our students with learning disabilities are provided with extensive support to help them understand mathematics. We have learning specialists who focus on mathematics instruction and do so in no more than two grades. These specialists co-plan with teachers and co-teach lessons to ensure that our students with learning disabilities are engaged in a differentiated curriculum that meets their needs and that they receive individualized attention. Our math learning specialists also teach small enrichment classes to students who need it. During these enrichment classes, the specialists pre-teach concepts, help students solidify understandings, and provide small group instruction focused on identified learning gaps.
The release of the Common Core Instructional Shifts in Mathematics validated and reinforced the work our Mathematics Vertical Team has been rigorously engaged in over the past ten years. Throughout this time, Application has always been at the heart of our project-based curriculum. Almost every unit of study culminates in a rigorous project through which our students creatively apply mathematics concepts in a meaningful context. In addition to these unit projects (which we call exhibitions), we also assess understanding through unit tests and final exams at the end of each semester. This combination of assessments demonstrates our commitment to the Dual Intensity shift. We believe in the importance of extended applications, while recognizing that they are not a replacement for on-demand tasks that assess specific mathematical concepts and Fluency. Our teachers are committed to devoting the time needed to implement this thorough combination of assessments. This underscores our belief in a Focused curriculum that values depth over breadth.
For the past two years, the main focus of the work of the Math Vertical Team has centered around promoting Deep Understanding. We are constantly challenging ourselves to “break open lessons” by refraining from asking leading questions and removing just the right amount of scaffolding to ensure that our students need to think deeply and critically to complete the tasks we present. We believe that students learn best when they are engaged in a productive struggle to solve non-routine problems and construct meaning.
Our talented team of middle and high school mathematics teachers are engaged in a continuous dialogue focused curriculum and pedagogy. This allows us to develop and implement a Coherent 6th through 12th grade curriculum. We know that a deep and flexible understanding of mathematics develops over time. This necessitates the spiralling of content throughout each year and subsequent years. We also believe that although many of our students have gaps in their understanding, this must not prevent us from continually exposing our students to new and interesting concepts. Our math teachers like to say that we help our students “fill potholes as they pave new roads”.
Our students with learning disabilities are provided with extensive support to help them understand mathematics. We have learning specialists who focus on mathematics instruction and do so in no more than two grades. These specialists co-plan with teachers and co-teach lessons to ensure that our students with learning disabilities are engaged in a differentiated curriculum that meets their needs and that they receive individualized attention. Our math learning specialists also teach small enrichment classes to students who need it. During these enrichment classes, the specialists pre-teach concepts, help students solidify understandings, and provide small group instruction focused on identified learning gaps.