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As we explore the meaning behind the standards, strategies for instructional success, and student responses to various approaches, teachers have an opportunity to gain insight from leading researchers in education as well as hear directly from fellow teachers who are putting tried-and-true methods into practice in the field.
Spanning from Kindergarten through fifth grade, these videos are intended to lay out a solid foundation for effectively interpreting and implementing the standards to help guide our students to succeed in the classroom and beyond.
You have the choice to watch the videos one-by-one, as a playlist by grade band, or the entire series. Scroll down to view the list and get started.
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Click here to watch all the videos in this set or choose a particular one from the list below.
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Dr. Akihiko Takahashi shares the value of implementing the standards for our youngest students along with detailing the use of an understandable context and open-ended questions to help students be active learners as they relate to and reflect on the content they are learning.
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Dr. Takahashi continues the conversation on implementing the Mathematical Practice Standards with our young students by encouraging the use of manipulatives to build understanding and explain student thinking as well as teaching students to explain their reasoning.
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Dr. Takahashi elaborates on ways we can promote student engagement in mathematics through engaging, peer-to-peer mathematical conversations.
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First grade teacher Ms. Jeanne Wright adds to Dr. Takahashi's discussion of four specific teaching strategies by sharing how she implements those strategies in her first grade classroom. We see her students' responses to her use of an understandable context, open-ended questions, manipulatives, and student math conversations.
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Grade K
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Dr. Alice Gill lays out how the three shifts in instruction - focus, coherence, and rigor - are embedded in the standards themselves, using research findings to support their significance, and specifically zeroes in on the aspect of focus.
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Dr. Gill explores how shifting from teaching isolated math skills to implementing coherence and rigor in our math instruction provides rich, effective mathematical experiences for our children.
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Dr. Gill illustrates what the implementation of focus, coherence, and rigor in instruction looks like in Kindergarten.
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Kindergarten teacher Ms. Karen Lassiter values the "less is more" concept in how one can teach less topics, but teach them to a greater depth, using the principles of focus, coherence, and rigor in a Kindergarten classroom.
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Grades 1-2
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Mr. Zachary Champagne defines the the three shifts in instruction - focus, coherence, and rigor - as they apply to teaching math in first and second grades. He discusses the importance of intense student engagement with the content in order to build deeper student understanding as well as a greater ability to reason.
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Adding Rigor to Instruction
Mr. Champagne talks through some of the strategies that teachers might use to increase the rigor of instruction in our classrooms.
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Building Conceptual Understanding
Mr. Champagne answers the question, "How can we help first and second grade students understand number and operations?" He does so by describing some of the key components of the standards as they address our students' need for understanding and creating mathematically.
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Strategies in Action
First grade teacher MS. Stephanie Hajdin believes that the way she teaches today is "very different from the way [she] taught 3 or 4 years ago." She delves into detail about the impact the three shifts of instruction - focus, coherence, and rigor - have had on the way she teaches important mathematical skills, such as decomposition, to her young students.
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Grade 3
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Dr. Tad Watanabe uses thought-provoking analogies to help illustrate the importance of the three shifts in instruction - focus, coherence, and rigor.
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Using Shifts to Teach Fractions
Dr. Watanabe facilitates an understanding of how the three shifts can best be applied in an implementation of the standards when it comes to the big idea of fractions in third grade.
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Using Problem Solving to Teach Math
Dr. Watanabe goes in-depth about the skill of problem-solving as, not only a goal, but as a tool for learning as presented in the standards.
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Strategies in Action
Third grade teacher Ms. Jillian Seybert invites us into her classroom to demonstrate how her students have benefited from the three shifts of instruction - focus, coherence, and rigor - as she applies these changes to her curriculum.
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Grades 3-5 Standards for Mathematical Practice
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Levels of Instruction
Dr. Akihiko Takahashi emphasizes the value of the Standards for Mathematical Practice for our third through fifth grade students as well as three levels of teaching that produce different responses from our students.
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Dr. Takahashi details the importance of using the standards of mathematical practice to help students learn mathematics. He discusses how to use the task and the sequence of the lesson activities as well as the teacher’s role to promote the learning of mathematics through problem-solving.
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Dr. Takahashi describes how to make student thinking visible through students' note-taking and how to use these notes to promote mathematical reasoning and understanding.
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Dr. Takahashi explains the role and significance of questioning as we lead students through the problem solving process. He demonstrates how asking the appropriate question at the appropriate time can prompt the students’ use of the Standards for Mathematical practice.
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Strategies in Action
Fifth grade teacher Ms. Heather Williams shares how she uses “teaching through problem-solving” to build her students’ use of the Standards for Mathematical Practice. We see her students’ reactions to her methods for promoting understanding and reasoning.
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Grades 4-5
Click here to watch all the videos in this set or choose a particular one from the list below.
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Shifts in Instruction
Ms. Linda Gojak pulls from 35 years of classroom teaching as well as time spent in educational leadership to share her knowledge regarding the meaning of the three shifts in instruction - focus, coherence, and rigor. She continues on to elaborate how these shifts can be successfully implemented in our fourth and fifth grade classrooms.
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Ms. Gojak presents specific activities and encourages us to reflect on how we might teach specific content standards while implementing the shifts in instruction. She explains that these strategies can be applied to the topic of fractions alongside many other topics as we implement focus, coherence, and rigor in teaching our upper-elementary school level students.
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Using the Shifts to Teach Multiplication
Ms. Gojak expands the discussion to include the concepts of multiplication and rational thinking as she applies her presented strategies to these skills within the framework of enhancing focus, coherence, and rigor in our instruction.
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Strategies in Action
Fourth grade teacher Ms. Amy Spies shares the importance of devoting time to the standards and discusses the tools and strategies she uses to bring focus, coherence, and rigor into her instruction to help her students succeed.
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- Ms. Becky Pittard: Former CPALMS K-5 Math Coordinator, FCR-STEM/FSU
- Dr. Akihiko Takahashi: Associate Professor of Math Education, DePaul University
- Ms. Jeanne Wright: First Grade Teacher
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- Ms. Karen Lassiter: Kindergarten Teacher
- Mr. Zachary Champagne: Researcher, FCR-STEM/FSU
- Ms. Stephanie Hajdin: First Grade Teacher
- Dr. Tad Watanabe: Associate Professor of Math Education, Kennessaw State University
- Ms. Jilian Seybert: Third Grade Teacher
- Ms. Heather Williams: Fifth Grade Teacher
- Ms. Linda Gojak: President of National Council of Teachers of Mathematics (NCTM)
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- Mr. Tom Cruz: CPALMS Motion Graphics Designer
- Mr. David Fermin: CPALMS Videographer
- Mr. Rhett Coleman: CPALMS Videographer
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