High School Pathways Webinar 2
Invigorating High School Mathematics: Curriculum, Instruction and Assessment
Eric Milou
Professor of Mathematics, Rowan University
Dev Sinha
Professor of Mathematics, University of Oregon
Mark Freed
Oregon Department of Education
November 17, 2022
1
Oregon Department of Education
Agenda
2
Oregon Department of Education
Math Webinar Series
3
Instructional Materials Strand | Counselor & Admission Strand | High School Pathways Strand |
IM WEBINAR 1: Math Instructional Materials Adoption & Next Steps for Districts
| WEBINAR 1: A New Calculus for College Admissions
| WEBINAR 1: Challenges, Guiding Principles, Integrated Courses, Coherent Pathways and Suggestions for Implementation
|
IM WEBINAR 2: Building an Actionable Math Vision in Your District
| WEBINAR 2: “A tale of two tails” - Algebra 1 repetition report and TAG student experiences
| WEBINAR 2: Invigorating High School Mathematics: Curriculum, Instruction and Assessment
|
IM WEBINAR 3: A Deeper Dive into the Next Generation of Math Instructional Materials
| WEBINAR 3: Next steps & best practices for 2023-24 course planning
| WEBINAR 3: TBD, Early 2023 |
Oregon Department of Education
Oregon Math Project:
Four Cornerstones
4
Engineering a better system:
Meaningful math for every student
Oregon Department of Education
From a Filter to a Pump
5
Engineering a better system:
Meaningful math for every student
Oregon Department of Education
Courses vs. Content
6
Oregon Department of Education
Improved Focus
Course Focus
Content Focus
7
Provide consistency of math through naming courses students need to enroll in | INTENT | Provide consistency of math content through adopted math standards | ||||
Fixed Alg/Geo/Alg2(Trig) sequence was first created in 1894 for the emerging preparatory schools | CONTEXT | Flexible course options could be created to align to student interests and adopted standards | ||||
High school courses were designed to sort and filter students into college ready or not | CULTURE | Design courses that all students can connect with and lift to their goals and aspirations | ||||
Courses rush K-8 content, then many students repeat content in HS & College courses | REALITY | Opportunity to pace learning across K-8, HS, and connect to college math options | ||||
Naming courses in laws & admission policies lock in traditional courses | IMPACT | Conversations can focus on math progressions and moving students through content. | ||||
Oregon Department of Education
Improved Focus
Course Focus
Content Focus
8
Provide consistency of math through naming courses students need to enroll in | INTENT | Provide consistency of math content through adopted math standards | ||||
Fixed Alg/Geo/Alg2(Trig) sequence was first created in 1894 for the emerging preparatory schools | CONTEXT | Flexible course options could be created to align to student interests and adopted standards | ||||
High school courses were designed to sort and filter students into college ready or not | CULTURE | Design courses that all students can connect with and lift to their goals and aspirations | ||||
Courses rush K-8 content, then many students repeat content in HS & College courses | REALITY | Opportunity to pace learning across K-8, HS, and connect to college math options | ||||
Naming courses in laws & admission policies lock in traditional courses | IMPACT | Conversations can focus on math progressions and moving students through content. | ||||
Oregon Department of Education
Oregon Voice
Dev Sinha
University of Oregon
9
Oregon Department of Education
Dev Sinha: Introduction
10
Oregon Department of Education
Question 1:
How does could college level math instruction look like?
11
Oregon Department of Education
Question 2:
What is does your vision of what math courses could look like at higher education?
12
Oregon Department of Education
Question 3:
What are some innovative math options being developed at your university?
13
Oregon Department of Education
Eric Milou
Invigorating High School Mathematics:
Curriculum, Instruction and Assessment
14
Oregon Department of Education
15
Oregon Department of Education
Q & A
16
Oregon Department of Education
Questions
17
Mark Freed, Math Education Specialist
Andy Byerley, Math Assessment Specialist
Kama Almasi, STEM Education Specialist
Oregon Department of Education