Realizing Rigor in the Mathematics Classroom
1st Edition
Published on 29. May 2014
Book
Paperback/Softback
192 pages
978-1-4522-9960-0 (ISBN)
Description
Rigor put within reach!
Rigor: Everyone is talking about it, and now the Common Core has made it policy. But how exactly do you design a math classroom where achieving that goal is guaranteed? This first-of-its-kind guidebook will help teachers and leaders across the grades make that goal a reality. You'll not only come to understand once and for all what rigor is, you'll also learn how to consistently apply that ideal from math classroom to math classroom.
Using their Proficiency Matrix as a framework, Hull, Harbin Miles, and Balka offer proven strategies for successful implementation of the CCSS mathematical practices-with practical tools you can use right away. Whether working individually or as part of a team, you'll learn how to
Define rigor in the context of each mathematical practice
Identify and overcome potential issues and obstacles, including differentiating instruction, monitoring classrooms, and using data
Relate specific roles and goals for students, teachers, math leaders, school leaders, and collaborative teams
Use assessment tools to guide work and monitor progress
With action checklists and record sheets, self-assessments, a teacher planning guide, and much more, this is the only resource you need to guide your team to rigor-and your students to achievement.
Rigor: Everyone is talking about it, and now the Common Core has made it policy. But how exactly do you design a math classroom where achieving that goal is guaranteed? This first-of-its-kind guidebook will help teachers and leaders across the grades make that goal a reality. You'll not only come to understand once and for all what rigor is, you'll also learn how to consistently apply that ideal from math classroom to math classroom.
Using their Proficiency Matrix as a framework, Hull, Harbin Miles, and Balka offer proven strategies for successful implementation of the CCSS mathematical practices-with practical tools you can use right away. Whether working individually or as part of a team, you'll learn how to
Define rigor in the context of each mathematical practice
Identify and overcome potential issues and obstacles, including differentiating instruction, monitoring classrooms, and using data
Relate specific roles and goals for students, teachers, math leaders, school leaders, and collaborative teams
Use assessment tools to guide work and monitor progress
With action checklists and record sheets, self-assessments, a teacher planning guide, and much more, this is the only resource you need to guide your team to rigor-and your students to achievement.
Reviews / Votes
"This comprehensive, step-by-step guide for enhancing student thinking and reasoning through rigor is yet another major contribution to the field of mathematics education by this outstanding author trio! Hull, Balka, and Harbin Miles tackle the challenges related to rigor head-on, providing support for teachers and teacher leaders through well over a dozen new tools geared toward engaging teacher teams in the work of enhancing student thinking and reasoning through mathematical rigor." -- Jon Wray, Mathematics Instructional Facilitator "The value of this book is in its capacity to explain rigor in the context of teach-ing and learning mathematics. The authors have succeeded in presenting the case for rigor by developing definitions and tools that can be used to find evidence of stu-dent learning including a deep understanding of mathematics as well as the ability to transfer learning into new and challenging situations." -- From the Foreword by Suzanne MitchellMore details
Language
English
Place of publication
Thousand Oaks
United States
Publishing group
SAGE Publications Inc
Target group
Professional and scholarly
Dimensions
Height: 279 mm
Width: 216 mm
Weight
458 gr
ISBN-13
978-1-4522-9960-0 (9781452299600)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Ted H. Hull completed 32 years of service in public education before retiring and opening Hull Educational Consulting. He served as a mathematics teacher, K-12 mathematics coordinator, middle school principal, director of curriculum and instruction, and a project director for the Charles A. Dana Center at the University of Texas in Austin. While at the University of Texas, 2001 to 2005, he directed the research project "Transforming Schools: Moving from Low-Achieving to High Performing Learning Communities." As part of the project, Hull worked directly with district leaders, school administrators, and teachers in Arkansas, Oklahoma, Louisiana, and Texas to develop instructional leadership skills and implement effective mathematics instruction. Hull is a regular presenter at local, state, and national meetings. He has written numerous articles for the NCSM Newsletter, including "Understanding the Six Steps of Implementation: Engagement by an Internal or External Facilitator" (2005) and "Leadership Equity: Moving Professional Development into the Classroom" (2005), as well as "Manager to Instructional Leader" (2007) for the NCSM Journal of Mathematics Education Leadership. He has been published in the Texas Mathematics Teacher (2006), Teacher Input Into Classroom Visits: Customized Classroom Visit Form. Hull was also a contributing author for publications from the Charles A. Dana Center: Mathematics Standards in the Classroom: Resources for Grades 6-8 (2002) and Middle School Mathematics Assessments: Proportional Reasoning (2004). He is an active member of Texas Association of Supervisors of Mathematics (TASM) and served on the NCSM Board of Directors as regional director for Southern 2.
Ruth Harbin Miles coaches rural, suburban, and inner-city school mathematics teachers. Her professional experiences include coordinating the K-12 Mathematics Teaching and Learning Program for the Olathe, Kansas, Public Schools for more than 25 years; teaching mathematics methods courses at Virginia's Mary Baldwin College; and serving on the Board of Directors for the National Council of Teachers of Mathematics, the National Council of Supervisors of Mathematic, and both the Virginia Council of Teachers of Mathematics and the Kansas Association of Teachers of Mathematics. Ruth is a co-author of five Corwin books including A Guide to Mathematics Coaching, A Guide to Mathematics Leadership, Visible Thinking in the K-8 Mathematics Classroom, The Common Core Mathematics Standards, and Realizing Rigor in the Mathematics Classroom. As co-owner of Happy Mountain Learning, Ruth specializes in developing teachers' content knowledge and strategies for engaging students to achieve high standards in mathematics.
Don S. Balka, Ph.D., is a noted mathematics educator who has presented more than 2,000 workshops on the use of math manipulatives with PK-12 students at national and regional conferences of the National Council of Teachers of Mathematics and at in-service trainings in school districts throughout the United States and the world.
He is Professor Emeritus in the Mathematics Department at Saint Mary's College, Notre Dame, Indiana. He is the author or co-author of numerous books for K-12 teachers, including Developing Algebraic Thinking with Number Tiles, Hands-On Math and Literature with Math Start, Exploring Geometry with Geofix, Working with Algebra Tiles, and Mathematics with Unifix Cubes. Balka is also a co-author on the Macmillan K-5 series, Math Connects and co-author with Ted Hull and Ruth Harbin Miles on four books published by Corwin Press.
He has served as a director of the National Council of Teachers of Mathematics and the National Council of Supervisors of Mathematics. In addition, he is president of TODOS: Mathematics for All and president of the School Science and Mathematics Association.
Ruth Harbin Miles coaches rural, suburban, and inner-city school mathematics teachers. Her professional experiences include coordinating the K-12 Mathematics Teaching and Learning Program for the Olathe, Kansas, Public Schools for more than 25 years; teaching mathematics methods courses at Virginia's Mary Baldwin College; and serving on the Board of Directors for the National Council of Teachers of Mathematics, the National Council of Supervisors of Mathematic, and both the Virginia Council of Teachers of Mathematics and the Kansas Association of Teachers of Mathematics. Ruth is a co-author of five Corwin books including A Guide to Mathematics Coaching, A Guide to Mathematics Leadership, Visible Thinking in the K-8 Mathematics Classroom, The Common Core Mathematics Standards, and Realizing Rigor in the Mathematics Classroom. As co-owner of Happy Mountain Learning, Ruth specializes in developing teachers' content knowledge and strategies for engaging students to achieve high standards in mathematics.
Don S. Balka, Ph.D., is a noted mathematics educator who has presented more than 2,000 workshops on the use of math manipulatives with PK-12 students at national and regional conferences of the National Council of Teachers of Mathematics and at in-service trainings in school districts throughout the United States and the world.
He is Professor Emeritus in the Mathematics Department at Saint Mary's College, Notre Dame, Indiana. He is the author or co-author of numerous books for K-12 teachers, including Developing Algebraic Thinking with Number Tiles, Hands-On Math and Literature with Math Start, Exploring Geometry with Geofix, Working with Algebra Tiles, and Mathematics with Unifix Cubes. Balka is also a co-author on the Macmillan K-5 series, Math Connects and co-author with Ted Hull and Ruth Harbin Miles on four books published by Corwin Press.
He has served as a director of the National Council of Teachers of Mathematics and the National Council of Supervisors of Mathematics. In addition, he is president of TODOS: Mathematics for All and president of the School Science and Mathematics Association.
Content
Foreword by Suzanne Mitchell
Introduction
CCSS Content and Practice: Opportunity for Rigor
A Clue to Rigor
Outline of the Book
How to Use This Book
Part I. The Foundation
1. Understanding and Meeting the Challenge of Rigor
National Assessments
Teacher Evaluation
Learning Shifts
Meeting the Challenges
Looking at Assessments
Rigor as a Common Factor
2. Defining and Instituting Rigor
Searching for Evidence
Dictionary and Thesaurus
Professional Opinions
Indicators of Rigor
Drawing Conclusions
Decision Point
Contrasting Example Lessons
Problem Analysis
Transforming Classrooms to Support Rigor
Having Productive Conversations
3. Building Team Leadership to Support Rigor
Role of a Steering Committee
Role of a Leadership Team
Role of the Principal
Developing Learning Communities
A Principal's Story
Having Productive Conversations
4. Rigor and the Standards for Practice
Rigor and Practices
A Principal's Story
Having Productive Conversations
5. Rigor Related to Classroom Formative Assessment
Assessment Types
Classroom Formative Assessment
Refining Formative Assessment
Classroom Formative Assessment
Formative Assessment and Intervention
Current Learning
Effective Intervention
Instructional Research
Synergy
A Principal's Story
Having Productive Conversations
6. Rigor and the Proficiency Matrix
Organization
Progress Toward Rigor
Strategy Relationship in the Matrix
Classroom Formative Assessment and the Matrix
Ms. Edward's Classroom
A Principal's Story
Having Productive Conversations
Part II. Issues and Obstacles
7. Issues to Resolve
Issue: Teaching the Identified Content
Issue: Deepening Mathematical Understandings
Issue: Reaching All Students
8. Obstacles to Success
Obstacle: Working in Isolation
Obstacle: Attempting to Evaluate People to Change
Obstacle: Failing to Monitor Student Actions
Obstacle: Over Adoption
Obstacle: Mistaken Efforts
Understanding MAAT
Having Productive Conversations
Part III. Solutions
9. Solution Step One: Monitoring Student Actions Related to the Practices
Opening Classroom Doors
Non-Evaluative Monitoring
Starting With Students
Teacher Self-Assessment of Student Actions
Scenario
Having Productive Conversations
10. Solution Step Two: Using Classroom Visit Data-Assessment of Student Actions
Conducting Productive Conversations
Understanding Change Process
Levels of Adoption
Intervention as Support
Building a Critical Mass
Changing the Culture
Connecting Actions Chart
Having Productive Conversations
11. Solution Step Three: Monitoring Teacher Actions Related to the Practices
Using the Classroom Visit Tally - Teachers
Conversations About the Data
Working on Individual Needs
Mathematics Collaborative Log
Teacher Planning Guide
Having Productive Conversations
12. Solution Step Four: Gathering and Using Additional Data
Assessments Collectively
Specified Classroom Visits
Validity Visits
Reverse Visits
Teacher Requested Visits
Supporting Teachers' Change Efforts
Adoption Stages
Documenting Progress
Completing the Form
Having Productive Conversations
13. Solution Step Five: Maintaining Progress Toward Rigor
Background
Relating Mathematical Rigor and the Practices
Inferences from the Standards for Mathematical Practices
Rigor as an Outcome
Categories
Rigor Analysis Form
Explanation
Directions
Guiding the Work
Input and Outcomes
Having Productive Conversations
Part IV. Inputs and Outcomes
14. Teaching for Rigor
Inputs
Outcomes
Teaching for Progress in Rigor
Having Productive Conversations
15. Coaching for Rigor
Inputs
Outcomes
Coaching for Progress in Rigor
Having Productive Conversations
16. Leading for Rigor
Inputs
Outcomes
Leading for Progress in Rigor
Having Productive Conversations
Part V. Momentum
17. Linking Responsibilities - Assessing Progress
Professional Trust
Professional Conversations
Supporting Teacher Change
Documenting Change
Conclusion
Having Productive Conversations
References
Index
Introduction
CCSS Content and Practice: Opportunity for Rigor
A Clue to Rigor
Outline of the Book
How to Use This Book
Part I. The Foundation
1. Understanding and Meeting the Challenge of Rigor
National Assessments
Teacher Evaluation
Learning Shifts
Meeting the Challenges
Looking at Assessments
Rigor as a Common Factor
2. Defining and Instituting Rigor
Searching for Evidence
Dictionary and Thesaurus
Professional Opinions
Indicators of Rigor
Drawing Conclusions
Decision Point
Contrasting Example Lessons
Problem Analysis
Transforming Classrooms to Support Rigor
Having Productive Conversations
3. Building Team Leadership to Support Rigor
Role of a Steering Committee
Role of a Leadership Team
Role of the Principal
Developing Learning Communities
A Principal's Story
Having Productive Conversations
4. Rigor and the Standards for Practice
Rigor and Practices
A Principal's Story
Having Productive Conversations
5. Rigor Related to Classroom Formative Assessment
Assessment Types
Classroom Formative Assessment
Refining Formative Assessment
Classroom Formative Assessment
Formative Assessment and Intervention
Current Learning
Effective Intervention
Instructional Research
Synergy
A Principal's Story
Having Productive Conversations
6. Rigor and the Proficiency Matrix
Organization
Progress Toward Rigor
Strategy Relationship in the Matrix
Classroom Formative Assessment and the Matrix
Ms. Edward's Classroom
A Principal's Story
Having Productive Conversations
Part II. Issues and Obstacles
7. Issues to Resolve
Issue: Teaching the Identified Content
Issue: Deepening Mathematical Understandings
Issue: Reaching All Students
8. Obstacles to Success
Obstacle: Working in Isolation
Obstacle: Attempting to Evaluate People to Change
Obstacle: Failing to Monitor Student Actions
Obstacle: Over Adoption
Obstacle: Mistaken Efforts
Understanding MAAT
Having Productive Conversations
Part III. Solutions
9. Solution Step One: Monitoring Student Actions Related to the Practices
Opening Classroom Doors
Non-Evaluative Monitoring
Starting With Students
Teacher Self-Assessment of Student Actions
Scenario
Having Productive Conversations
10. Solution Step Two: Using Classroom Visit Data-Assessment of Student Actions
Conducting Productive Conversations
Understanding Change Process
Levels of Adoption
Intervention as Support
Building a Critical Mass
Changing the Culture
Connecting Actions Chart
Having Productive Conversations
11. Solution Step Three: Monitoring Teacher Actions Related to the Practices
Using the Classroom Visit Tally - Teachers
Conversations About the Data
Working on Individual Needs
Mathematics Collaborative Log
Teacher Planning Guide
Having Productive Conversations
12. Solution Step Four: Gathering and Using Additional Data
Assessments Collectively
Specified Classroom Visits
Validity Visits
Reverse Visits
Teacher Requested Visits
Supporting Teachers' Change Efforts
Adoption Stages
Documenting Progress
Completing the Form
Having Productive Conversations
13. Solution Step Five: Maintaining Progress Toward Rigor
Background
Relating Mathematical Rigor and the Practices
Inferences from the Standards for Mathematical Practices
Rigor as an Outcome
Categories
Rigor Analysis Form
Explanation
Directions
Guiding the Work
Input and Outcomes
Having Productive Conversations
Part IV. Inputs and Outcomes
14. Teaching for Rigor
Inputs
Outcomes
Teaching for Progress in Rigor
Having Productive Conversations
15. Coaching for Rigor
Inputs
Outcomes
Coaching for Progress in Rigor
Having Productive Conversations
16. Leading for Rigor
Inputs
Outcomes
Leading for Progress in Rigor
Having Productive Conversations
Part V. Momentum
17. Linking Responsibilities - Assessing Progress
Professional Trust
Professional Conversations
Supporting Teacher Change
Documenting Change
Conclusion
Having Productive Conversations
References
Index