Transcript Introduction To Formative Assessment
Introduction to the
Math Design Collaborative
Sept 9, 2014 Sponsored by Ohio HSTW, NE Region and Northwestern School District West Salem, Ohio
“The road to prosperity goes straight through our school houses.”
“Teachers all tell us that their top two job frustrations are (1) Being disconnected from their professional community, and (2) having no time for anything.” --Melinda Gates, SREB Staff Dev Pre-Conf, 7/14/14
MDC Trainers Scott Graham, Brookside HS Math [email protected]
Jessica Harding, Massillon Jr HS Math [email protected]
Jack Tomasko, HSTW NE Coach [email protected]
Please record on the index card:
• Name • Site/building name • Primary course to be taught in ‘14-15 • Math Design fact
WHY MDC?
• differentiated instruction in classrooms • formative assessment teaching practices •
student improvement data
• increased rigor (PARCC math assessment) • real world applications • CCSSM hardwired!
THE TRADITIONAL LESSON
Intro/ Hook Traditional Content Delivery Assessment Typical Unit of Mathematics Instruction
THE MDC LESSON
Intro/ Hook Traditional Content Delivery MDC FAL Fine Tune Assessment 2/3 to 3/4
7:30 7:45 8:30 9:00 9:15 10:15 10:30 11:00 11:45 1:15 1:30 2:00 2:20 2:30 Introductions Formative Assessment Review Complete a “Concept Development” Classroom Challenge (FAL) --Pre-assessment Break Continue Classroom Challenge Complete Classroom Challenge --Post-assessment Discussion of Classroom Challenge (FAL) Lunch MS (by grade)/HS (by course) Groups Lesson Review --identify likely “student misconceptions” --anticipate class breakdowns --identify obstacles, misconceptions, gaps (OMG’s) Break Wrap up, distribute MDC lesson & FAL process Having Kittens Pre-assessment Follow-up discussion Evaluation Page Day 2 Next Steps Dismissal
DAY 1 AGENDA
Learning Targets
• • • • Learn what is the Math Design Collaborative (MDC) Learn how MDC aligns with the Formative Assessment process Learn about the critical elements of a MDC lesson.
Learn how MDC will prepare students for PARCC.
All resources will be on my website: http://www.sheffield.k12.oh.us/MathDesignColl aborative.aspx
What are the biggest struggles we face as teachers in regards to students understanding of mathematics?
Paradigm Shift in Education
Introduction To Formative Assessment
Formative Assessment
An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better or better founded, than the decisions they would have made in the absence of that evidence.
- Dylan Williams Embedded Formative Assessment
ONE BIG IDEA OF FORMATIVE ASSESSMENT
• Students and teachers continuously using evidence of learning to adapt what happens in the classroom
THE FORMATIVE ASSESSMENT PROCESS Where the learner is going?
Where the learner is right now?
How does the learner get there?
Teacher Peer Learner
Strategy #1
Clarifying, Sharing, and Understanding Learning Targets & Success Criteria
Definitions
• • Learning Targets: The teacher communicates to students what is essential for them to learn in each lesson in ways that are clear, valuable, and accessible.
Success Criteria: The teacher shares with students clear, valuable, and accessible criteria that guide the collection of evidence of intended learning for a specific lesson or piece of work.
©2012 Northwest Education Association
Characteristics of Quality Learning Targets
• • • • Clear – to teachers Accessible – to students Valuable – to all Attainable – in a lesson ©2012 Northwest Education Association
Teacher Peer THE FORMATIVE ASSESSMENT PROCESS Where the learner is going?
Where the learner is right now?
How does the learner get there?
Learner Clarifying and sharing learning intentions and criteria for success Understanding and sharing learning intentions and criteria for success Understanding learning intentions and criteria for success
Learning Target Techniques
• • • • 30 Second Share Group Discussion Expectations Rubrics Looking at Previous Student Work
Strategy #2
Engineering effective classroom discussions, questions and learning tasks that elicit evidence of learning
Eliciting Evidence: Questioning in Support of Learning Questioning should mainly be used to:
• • P romote student thinking E licit evidence of current student learning to inform teaching and learning
Questioning should not be used to:
• • D irect the attention of the class K eep students on task ©2012 Northwest Education Association
Teacher Peer THE FORMATIVE ASSESSMENT PROCESS Where the learner is going?
Where the learner is right now?
How does the learner get there?
Learner
Clarifying and sharing learning intentions and criteria for success
Engineering effective classroom discussions, activities, and tasks that elicit evidence of learning
Understanding and sharing learning intentions and criteria for success Understanding learning intentions and criteria for success
Eliciting Evidence Techniques
• • • ABCD Cards Popsicle Sticks Exit Tickets • Whiteboards/All-Student Response Systems • Wait Time
Strategy #3
Providing Feedback That Moves Learners Forward
Quality Feeback?
Characteristics of Effective Feedback
• • • • Focuses on the task and not the student Causes students to think, in language they can understand Includes a recipe for future action in relation to both the learning target and the success criteria Is used by the student to make improvements ©2012 Northwest Education Association
Teacher Peer THE FORMATIVE ASSESSMENT PROCESS Where the learner is going?
Where the learner is right now?
How does the learner get there?
Learner
Clarifying and sharing learning intentions and criteria for success Engineering effective classroom discussions, activities, and tasks that elicit evidence of learning
Providing feedback that moves learning forward
Understanding and sharing learning intentions and criteria for success Understanding learning intentions and criteria for success
Feedback Techniques
• • • Find and Correct Errors Two Stars and a Wish Comment-Only Marking
Strategy #4
Activating learners as the owners of their own learning
Definition
• Students as owners of their learning: Students engage in the process of thinking about, assessing, and acting on evidence of their own learning.
Teacher Peer THE FORMATIVE ASSESSMENT PROCESS Where the learner is going?
Where the learner is right now?
How does the learner get there?
Learner
Clarifying and sharing learning intentions and criteria for success Engineering effective classroom discussions, activities, and tasks that elicit evidence of learning Providing feedback that moves learning forward Understanding and sharing learning intentions and criteria for success Understanding learning intentions and criteria for success
Activating learners as the owners of their own learning
Activating Self Techniques
• • • Evaluation with Rubrics Traffic Light Self Learning Logs
Strategy #5
Activating learners as instruction resources for one another
Definition
•
Students as instructional resources for
peers: Students support each other in the learning process by looking for evidence of learning in each other’s work, providing peers with feedback to move learning forward, and using multiple problem solving approaches.
Teacher Peer THE FORMATIVE ASSESSMENT PROCESS Where the learner is going?
Where the learner is right now?
How does the learner get there?
Learner
Clarifying and sharing learning intentions and criteria for success Understanding and sharing learning intentions and criteria for success Understanding learning intentions and criteria for success Engineering effective classroom discussions, activities, and tasks that elicit evidence of learning Providing feedback that moves learning forward
Activating learners as instruction resources for one another
Activating learners as the owners of their own learning
Activating Peer Techniques
• • • • • • • My Favorite No C3B4ME Homework Help Board Two Stars and A Wish If You Learned It, Help Someone Who Hasn’t Carousel Think/Write/Pair/Share
What is Mathematics Design Collaborative?
The Mathematics Design Collaborative (MDC) are lessons or tasks that aims to bring to life the Common Core State Standards (CCSSM) in a way that will help teachers and their students turn their aspirations for achieving them into classroom realities.
MDC Classroom Challenges
Lessons that support teachers in formative assessment. They both reveal and develop students’ understanding of key mathematical ideas and applications. These lessons enable teachers and students to monitor in more detail their progress towards the targets of the standards.
MDC Classroom Challenge Review Concept Development Lesson Focus on assessing and developing conceptual understanding Problem Solving Focus on the application of previously learned mathematics to non-routine problems.
As you go through the lesson
Think through the overall lesson and determine what the student’s and teacher’s roles are during the lesson.
Lines and Linear Equations
Goals and Standards of the Lesson
Lesson Procedures
1) Pre-Assessment (20 min) 2) Whole class introduction (10 min) 3) Collaborative activity #1: Matching Graphs (15 min) 4) Sharing Work (10 min) 5) Collaborative activity #2: Matching Graphs and Prisms (15 min) 6) Whole class discussion (10 min) 7) Follow up lesson: Reviewing the assessment task (15 min)
Flowing Liquid
P-47
Flowing Liquid
P-48
Liquid flowing out of the top prism 1 P-49
Liquid flowing out of the top prism 2 P-50
Liquid flowing out of the top prism 3 P-51
Liquid flowing out of the top prism 4 P-52
Liquid flowing out of the top prism 5 P-53
Liquid flowing out of the top prism 6 P-54
Graphs
P-55
Working Together
1. The graphs represent the flow of a liquid either out of the top prism or into the bottom prism of the container.
2. Take it in turns to match two cards that represent the movement of water in the same container. 3. Place the cards next to each other, not on top, so that everyone can see.
4. When you match two cards, explain how you came to your decision. 5. Your partner should either explain that reasoning again in his or her own words, or challenge the reasons you gave. 6. Some graphs are missing information, such as a scale along an axis. You will need to add this scale.
You both need to be able to agree on and explain the match of every card.
P-56
Sharing Work
1. If you are staying at your desk, be ready to explain the reasons for your group ’s graph matches. 2. If you are visiting another group, copy your matches onto a piece of paper.
3. Go to another group ’s desk and check to see which matches are different from your own. If there are differences, ask for an explanation. If you still don ’t agree, explain your own thinking. 4. When you return to your own desk, you need to consider as a group whether to make any changes to your own work.
P-57
Disscussion
Think through the overall lesson and determine what the student’s and teacher’s roles are during the lesson.
What do the lessons include?
• • • Every resource you could possibly need for you and your students to be successful Recommended Time allotments to complete each part of the lesson.
A Successful Lesson to use in class.
This lesson has been well researched and has been implemented all across the US and UK
When do I do these lessons?
• • • At the Beginning of the year – This can be used as a great way to see what material students remember from past years 2/3 of the way through a Unit or lesson At the end of the year to measure students retention of topics taught
IMPORTANT
1) This is a Formative Assessment Lesson. 2) Students may struggle with this lesson and that is okay. You will have time to re-teach after the lesson. 3) This lesson is supposed to help us identify what we need to do after the lesson. Timing of the lesson is EXTREMELY IMPORTANT. 4) We are guides during the process. Remember it is ok for “productive struggle”
Breaking down the lesson
Each Lesson has all the resources you could ever need to make you as a teacher successful.
You have the following resources provided to you: - Teacher Resources (T) - Student Resources (S) - Presentation Resources (P) with Powerpoint provided on map.mathshell.org
Introduction,Materials Needed Time (T1)
S1 and S2
Assessing Students’ responses
• • Do not score the responses on the pre assessment. Research shows that students will focus on the score and other students scores rather than the math.
To move learning forward you will summarize their difficulties as a list of questions.
Assessing Students’ responses
T3
Assessing Students’ responses
• • Write one or two questions on each student’s work, or Give each student a printed version of your list of questions, and highlight the questions for each individual student
Grouping Students For Lesson
• Organize class into pairs How?
Identify students who have similar misconceptions on the pre-assessment and group them together Why Pairs?
You are less likely to have a student take control of the discussion and also less likely to have a student fly under the radar
Whole class introduction
• Powerpoint Slides are provided for you on the same webpage you use to get to lesson.
Lines and Linear Equations T4, T5
Collaborative Activity #1
Graphs 1 and 2 can be found on S3 and S4
Collaborative Activity #2
Instructions Found on T7 Equation Cards can be found S5 Flowing Liquids can be found S6
What about PARCC? How does it align with MDC?
Parking Lot
On a post it note write down any questions that you may have MDC lessons right now and post it on the parking lot paper Lunch for 45 Minutes
Math Design Collaborative Implementation
Looking at Grade Specific Lesson
8th Grade: Lines and Linear Equations HS #1: Solving Linear Equations in Two Variables HS #2: Representing Polynomials
Familiarize Yourself with the Lesson
1) Do the pre-assessment.
2) Identify the Obstacles, Misconceptions and Gaps (OMG’s) of the pre-assessment.
3) Read the lesson plan through carefully, working the tasks and visualizing the sequence of activities for your students. Again, anticipate the different approaches students may take and the difficulties they will encounter. Also Identify the OMG’s of the lesson.
After Familiarizing Yourself with Lesson 3) What are the big mathematical ideas of the lesson?
4) What might be conceptually difficult? What ideas will need emphasis through questioning?
5) What type of questions can I ask my students to help them with the OMG’s of the pre assessment and the lesson? You can look at the suggested questions in the lesson plan.
6) What questions might students ask? How will I respond and/or deal with these?
After Familiarizing Yourself with Lesson 7) What are the different strategies students may use?
8) What kinds of question might I ask students that are stuck, or are using an incorrect strategy etc.?
9) How can student-to-student discussion of the mathematics be encouraged?
Having Kittens
Work out whether this number of descendants is realistic.
Here are some facts that you will need: P-85
MDC Training #2: November 21, 2014 1) Go over any questions that might have popped up about Day 1 2) Look at Problem Solving Lesson 3) Work on Identifying OMG’s of Lessons 4) Choose a lesson to implement in class 5) Begin the process of preparing for the lesson.
Web Addresses
Classroom Challenges at http://www.map.mathshell.org
Changing Educational Paradigms at https://www.youtube.com/watch?v=zDZFcDGpL4U&list=RDPtZ1pmY0VzI&index=4 Traffic Lights at https://www.youtube.com/watch?v=J25d9aC1GZA&list=RDPtZ1pmY0VzI&index=3 Lollipop Sticks at https://www.youtube.com/watch?v=PtZ1pmY0VzI Making Math Matter at http://collegeready.gatesfoundation.org/ Learning/MathDesignCollaborative