Beruflich Dokumente
Kultur Dokumente
Meeting.
Focus: Teachers significantly narrow and deepen the scope of how time and energy is spent in the
mathematics classroom. They do so in order to focus deeply on only the concepts that are prioritized in
the standards.
Coherence: Teachers carefully connect the learning within and across grades so that students can build
new understanding onto foundations built in previous years. Each standard is not a new event, but an
extension of previous learning.
Procedural Fluency: Students are expected to have speed and accuracy with simple calculations;
teachers structure class time and/or homework time for students to memorize, through repetition, core
functions such as multiplication tables so that they are more able to understand and manipulate more
complex concepts.
Deep Conceptual Understanding: Students deeply understand and can operate easily within a
mathematics concept before moving on (mastery). Students learn more than a trick to get the answer
right because they are able to see mathematics as more than a set of mnemonics or discrete procedures.
Students actually learn the math and can write and speak about their understanding using the language
of mathematics.
Application: Students are expected to use math and choose the appropriate concept for application
even when they are not prompted to do so. Teachers provide opportunities at all grade levels for
students to apply mathematics concepts in real world situations. Teachers in content areas outside of
mathematics, particularly science, ensure that students are using mathematics to make meaning and
access content.
1.
An instructional objective
(accessible to students, teachers, and
observers) linked to the content
and a literacy standard or higherorder thinking skill.
Danielson Correlation: 1a; 1c; 1e; 2b; 3a; 4e
Pedagogical Shift 1
2.
Curriculum-driven opportunities
to determine the meaning of
general and domain-specific
words and phrases (pre and during
reading)
Danielson
Correlation: 1a; 1b; 1c; 1e; 2b; 4e
Pedagogical Shift 6
3.
Lessons characterized by
knowledge of student ability and
gradual release of responsibility
(from teacher dependence to student
independence)
Danielson
Correlation: 1b; 1e; 1f; 2a; 2c; 3a; 3b; 3c; 3d; 3e; 4a
Differentiation
Mathematics
1. An instructional objective
(accessible to students, teachers,
and observers) linked to the
content and a worthwhile
mathematical task
Danielson Correlation: 1a; 1c; 1e; 2b; 3a; 4e
Pedagogical Shift 1 and 5
2. Curriculum-driven
opportunities to determine the
meaning of general and domain
specific words and symbols
Danielson Correlation: 1a; 1b; 1c; 1e; 2b;
4e
Pedagogical Shift 4
3. Lessons characterized by
knowledge of student ability
and gradual release of
responsibility (from teacher
dependence to student
independence)
Danielson Correlation:
1b; 1e; 1f; 2a; 2c; 3a; 3b; 3c; 3d; 3e; 4a
Differentiation
POST-ITS 1, 2, 3
On three different post-its, write down one example
youre already doing in your classroom practice that
fits each of the districts instructional practices.
OR, write what you will try in the future to enact this
instructional practice.
1. An instructional
objective (accessible
to students, teachers,
and observers) linked
to the content and
a worthwhile
mathematical task
Danielson Correlation: 1a; 1c; 1e; 2b; 3a;
4e
Pedagogical Shift 1 and 5
4.
Curriculum-driven opportunities
characterized by a balance of:
informational (in a variety of topics,
perspectives, and eras) and/or
literary texts (from a variety of authors,
topics, genres, eras, and traditions)
4.
5.
Curriculum-driven reading
opportunities characterized by disciplinespecific approaches to text; regularly
taught, assessed, and re-taught (if
necessary) the discipline-specific lens
through which members of the specific
discipline read, analyze, and make use of
text
5.
6.
Curriculum-driven reading
opportunities characterized by careful,
sustained interpretation of a variety of
texts with an emphasis on: (1) the
quantitative measure; (2) the qualitative
measure; and (3) the reader & task
measure
Danielson Correlation: 1e; 3c; 3e; 4a
Pedagogical Shift 3
6.
POST-ITS 4, 5, 6
On three different post-its, write down one example
youre already doing in your classroom practice that
fits each of the districts instructional practices.
OR, write what you will try in the future to enact this
instructional practice.
1.
An instructional objective
(accessible to students, teachers,
and observers) linked to the
content and a literacy standard
or higher-order thinking skill.
4.
Danielson
Correlation: 1a; 1c; 1e; 2b; 3a; 4e
Pedagogical Shift 1
2.
5.
Curriculum-driven opportunities to
determine the meaning of general
and domain-specific words and
phrases (pre and during reading)
Danielson Correlation: 1a; 1b;
1c; 1e; 2b; 4e
Pedagogical Shift 6
3.
Lessons characterized by
knowledge of student ability and
gradual release of responsibility
(from teacher dependence to student
independence)
Danielson Correlation: 1b; 1e; 1f; 2a; 2c;
3a; 3b; 3c; 3d; 3e; 4a
Differentiation
Curriculum-driven opportunities
characterized by a balance of:
informational (in a variety of topics,
perspectives, and eras) and/or
literary texts (from a variety of authors,
topics, genres, eras, and traditions)
Curriculum-driven reading
opportunities characterized by disciplinespecific approaches to text; regularly
taught, assessed, and re-taught (if
necessary) the discipline-specific lens
through which members of the specific
discipline read, analyze, and make use of
text
Danielson Correlation: 1a; 3a; 3b; 3c; 4e
Pedagogical Shift 2
6.
Curriculum-driven reading
opportunities characterized by careful,
sustained interpretation of a variety of
texts with an emphasis on: (1) the
quantitative measure; (2) the qualitative
measure; and (3) the reader & task
measure
Danielson Correlation: 1e; 3c; 3e; 4a
Pedagogical Shift 3
1. An instructional objective
(accessible to students, teachers,
and observers) linked to the
content and a worthwhile
mathematical task
4.
2. Curriculum-driven
opportunities to determine the
meaning of general and domain
specific words and symbols
Danielson Correlation: 1a; 1b; 1c; 1e; 2b;
4e
Pedagogical Shift 4
3. Lessons characterized by
knowledge of student ability
and gradual release of
responsibility (from teacher
dependence to student
independence)
Danielson Correlation:
1b; 1e; 1f; 2a; 2c; 3a; 3b; 3c; 3d; 3e; 4a
Differentiation
5.
6. Lesson characterized by a
balance of procedural fluency
and conceptual understanding
(dual intensity)
Danielson Correlation: 1a; 1b; 1c; 1d; 1e; 1f; 2b; 2c;
3a; 3b; 3c
Pedagogical Shift 6
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Unit of Study/Domain
PA Common Core Standard
Correlate National Standard
Eligible Content
Key Terms and Definitions
Curriculum Framework
Big Ideas
Enduring Understandings
Essential Questions
Essential Questions
Curriculum Standards
Online Resources
http://www.philasd.org
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http://www.philasd.org
Quarter of Study
Highlighted Focus Standards
Appendix B
District Recommended
http://www.philasd.org
http://www.philasd.org
1.
An instructional objective
(accessible to students, teachers, and
observers) linked to the content and
a literacy standard or higher-order
thinking skill.
Danielson
Correlation: 1a; 1c; 1e; 2b; 3a; 4e
Pedagogical Shift 1
Engine: Performance-Based Objectives (K-12)
2.
Curriculum-driven opportunities to
determine the meaning of general
and domain-specific words and
phrases (pre and during reading)
Danielson Correlation: 1a; 1b; 1c; 1e;
2b; 4e
Pedagogical Shift 6
Engine: Key Terms and Definitions (K-12)
3.
Lessons characterized by
knowledge of student ability and
gradual release of responsibility
(from teacher dependence to student
independence)
Danielson Correlation:
1b; 1e; 1f; 2a; 2c; 3a; 3b; 3c; 3d; 3e; 4a
Differentiation
Engine:
Essential Questions; Exemplary Complex Texts
Mathematics
1. An instructional objective
(accessible to students, teachers,
and observers) linked to the
content and a worthwhile
mathematical task
Danielson Correlation: 1a; 1c; 1e; 2b; 3a; 4e
Pedagogical Shift 1 and 5
Engine:
Starting Points (Curriculum Standards)
2. Curriculum-driven opportunities
to determine the meaning of
general and domain specific
words and symbols
Danielson Correlation: 1a; 1b; 1c; 1e; 2b; 4e
Pedagogical Shift 4
Engine:
Key Terms & Definitions (Grades K-Algebra)
3. Lessons characterized by
knowledge of student ability and
gradual release of responsibility
(from teacher dependence to student
independence)
Danielson Correlation: 1b;
1e; 1f; 2a; 2c; 3a; 3b; 3c; 3d; 3e; 4a
Differentiation
Engine:
Curriculum Framework; Starting Points; Common
Core Progressions; CK12
4.
Curriculum-driven opportunities
characterized by a balance of:
informational (in a variety of topics,
perspectives, and eras) and/or
literary texts (from a variety of authors,
topics, genres, eras, and traditions)
Danielson Correlation: 1a; 1b; 1c; 1d; 1e; 1f; 3e
Pedagogical Shift 1
4.
Engine:
5.
6.
Pedagogical Shift 3
Engine: Exemplary Complex Texts
6.
Opening Questions
K-8 or
High School
1.
An instructional objective
(accessible to students, teachers, and
observers) linked to the content and
a literacy standard or higher-order
thinking skill.
Danielson
4.
2.
Curriculum-driven opportunities to
determine the meaning of general
and domain-specific words and
phrases (pre and during reading)
Danielson Correlation: 1a; 1b; 1c; 1e;
2b; 4e
Pedagogical Shift 6
Engine: Key Terms and Definitions (K-12)
Curriculum-driven opportunities
characterized by a balance of:
informational (in a variety of topics,
perspectives, and eras) and/or
literary texts (from a variety of authors,
topics, genres, eras, and traditions)
Danielson Correlation: 1a; 1b; 1c; 1d; 1e; 1f; 3e
Pedagogical Shift 1
Engine:
3.
Lessons characterized by
knowledge of student ability and
gradual release of responsibility
(from teacher dependence to student
independence)
Danielson Correlation:
1b; 1e; 1f; 2a; 2c; 3a; 3b; 3c; 3d; 3e; 4a
Differentiation
Engine:
Essential Questions; Exemplary Complex Texts
6.
Pedagogical Shift 3
Engine: Exemplary Complex Texts
1. An instructional objective
(accessible to students, teachers,
and observers) linked to the
content and a worthwhile
mathematical task
4.
2. Curriculum-driven opportunities
to determine the meaning of
general and domain specific
words and symbols
5.
3. Lessons characterized by
knowledge of student ability and
gradual release of responsibility
(from teacher dependence to student
independence)
Danielson Correlation: 1b;
1e; 1f; 2a; 2c; 3a; 3b; 3c; 3d; 3e; 4a
Differentiation
Engine:
Curriculum Framework; Starting Points; Common
Core Progressions; CK12
6.
As a group, decide if you would like to take a look at the ELA Engine
or the Mathematics Engine.
Login to IMS.
1.
An instructional objective
(accessible to students, teachers, and
observers) linked to the content and
a literacy standard or higher-order
thinking skill.
Danielson
4.
2.
Curriculum-driven opportunities to
determine the meaning of general
and domain-specific words and
phrases (pre and during reading)
Danielson Correlation: 1a; 1b; 1c; 1e;
2b; 4e
Pedagogical Shift 6
Engine: Key Terms and Definitions (K-12)
Curriculum-driven opportunities
characterized by a balance of:
informational (in a variety of topics,
perspectives, and eras) and/or
literary texts (from a variety of authors,
topics, genres, eras, and traditions)
Danielson Correlation: 1a; 1b; 1c; 1d; 1e; 1f; 3e
Pedagogical Shift 1
Engine:
3.
Lessons characterized by
knowledge of student ability and
gradual release of responsibility
(from teacher dependence to student
independence)
Danielson Correlation:
1b; 1e; 1f; 2a; 2c; 3a; 3b; 3c; 3d; 3e; 4a
Differentiation
Engine:
Essential Questions; Exemplary Complex Texts
6.
Pedagogical Shift 3
Engine: Exemplary Complex Texts
1. An instructional objective
(accessible to students, teachers,
and observers) linked to the
content and a worthwhile
mathematical task
4.
2. Curriculum-driven opportunities
to determine the meaning of
general and domain specific
words and symbols
5.
3. Lessons characterized by
knowledge of student ability and
gradual release of responsibility
(from teacher dependence to student
independence)
Danielson Correlation: 1b;
1e; 1f; 2a; 2c; 3a; 3b; 3c; 3d; 3e; 4a
Differentiation
Engine:
Curriculum Framework; Starting Points; Common
Core Progressions; CK12
6.