Transcript Supporting the MDC Classroom

Supporting the MDC Classroom
Trainer
Gail Snider, Math Consultant
What is MDC?
1. LDC and MDC are classroom tools to help teachers
teach the more rigorous standards of the Common
Core.
2 Training exemplary content teachers as leaders and
embedding professional development into the school
day and classroom.
What MDC is not
 1. A collaborative activity taught in isolation
 2. A Formative Assessment Lesson from the
map.mathshell.org site
 3. A new name for teaching the same old way
 4. A program for teachers looking for a quick fix or an easy
way out.
 5. A silver bullet or a magic pill.
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What are we looking for in an MDC
lesson?
 Eight Mathematical Practices
 Five Strategies of Assessment for Learning
 No GPSing
 Productive Struggle
Eight Mathematical Practices
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Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of
others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
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Money Munchers (5min)
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Consider these questions (10min)
 How tall are you? How does this help you estimate the
length of a bed?
 Find a book. How many pages are there? How many
sheets of paper are used to make the pages?
 How high is that pile of pages? How does this help
you estimate the height of a pile of one hundred $1
bills?
Sample Student Responses: Stephan
Compare how you worked(5 min)
What are Stephan’s assumptions?
Are his estimates reasonable?
How does he calculate his approximate solution?
What are the good qualities of Stephan’s work?
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Five Strategies of Assessment for
Learning
1. Clarifying and sharing learning intentions and criteria for
success
2. Engineering effective discussions, questions and
learning tasks that elicit evidence of learning
3. Providing feedback that moves learners forward
4. Activating students as the owners of their own learning
5. Activating students as instructional resources for one
another
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Five Strategies of Assessment for
Learning
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MAP.MATHSHELL.ORG
G UIDE FO R T EA CHER S
Classroom Challenge
Mathematics Assessment Project
CL AS S ROOM CH ALLENG ES
Formative Assessment Lessons
A Brief Guide
for
teachers and
administrators
Non-Negotiables in Arkansas
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Before the FAL
How to help teachers select the appropriate FAL
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1. Search by standards and select possible FAL
2. Take the preassessment
3. Work the collaborative activity card sort or student work
4. Complete Anticipating the FAL form
BREAK
Take the preassessment as you
would if you were a student.
Take a break as you finish we will all
meet back in 20 minutes.
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FORMATIVE ASSESSMENT
ANTICIPATION GUIDE
Teacher: ____________________________________
FAL Name: __________________________________
Grade: _________________________ ____________
Date: _____________________ ___________________
In anticipating the student work where will students demonstrate success?
What parts of the task will students demonstrate
In terms of knowing and doing mathematics what does
success?
this indicate?
In anticipating the student work where will students struggle (OMG’s)?
What parts of the task will students be unsuccessful?
In terms of knowing and doing mathematics what does
this indicate? What understandings or skills do the
students need to learn?
Considering strengths and weaknesses from students, what are plans for future teaching?
What are the implications for future instruction?
What specific instruction or lesson experiences will you
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Before the FAL
 Summarize your findings on a poster. Label three
sections:
 Successful-where do students show understanding
 Struggle-where will your students have difficulty
 Strategies-what/how will you teach before the FAL
based on this information
During the FAL
OFF STAGE
 Use Analyzing Student Work form with the teacher or a team of teachers.
 Assist teachers in forming homogeneous pairs as necessary.
 Write 3-5 feedback questions to post.
 Predetermine where these questions fit in the FAL
ON STAGE
 Complete the Observation form
 Provide support in the classroom as needed
 Model appropriate questioning and strategies
ANALYZING STUDENT DATA
Analyzing Student Data
FAL Title: __________________________________
Teacher Name: ____________________________
Date of Pre-Lesson Assessment: _______________
Date of Post-Lesson Assessment: _____________
Analyzing Pre-Lesson Assessment Data
Pre-Lesson
Assessment Data
Demonstrates
understanding
(3)
Demonstrates some
understanding
(2)
Demonstrates little to
no understanding
(1)
No responses
provided
(0)
Number of
Students
What does the work reveal about the students’ curre nt level of understanding? What are the
common issues? Summariz e the difficul ties by writing a ser ies of questions.
Analyzing Post-Lesson Assessment Data
Demonstrates some
Demonstrates little to
No responses
understanding
no understanding
provided
(2)
(1)
(0)
Number of
Students
What does the post-lesson work reveal about the students’ curre nt level of unde rstanding? How would
you summarize the growth of the students on this FAL?
Post-Lesson
Assessment Data
Demonstrates
understanding
(3)
How will you use this information to guide future instructio n?
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PROTOCOL
Work in groups of four for this activity.
 One person will select three pre assessments from
the Quadratic Functions you just analyzed.
 Silently look at the work selected and shared by your
partner.
 You may want to take notes on what you observe in
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the work.
Protocol
DISCUSSING THE WORK
1. What do you notice about the student work?
2. What do the students understand?
3. What questions do you have about the work?
Refer to page 23 in your training manual to follow
protocol
Protocol
Reflections from the presenting teacher
1.
2.
3.
4.
Comments on student work
Reacts to observations from group
Responds to questions
Shares insight and reacts to surprises
Protocol
 Suggestions for Teaching and Learning
 1. What will you do next?
 2. Discuss the assessment.
Protocol
 Debriefing the Protocol
 1. What are we learning in the process?
 2. How can the process be improved
MDC Observation Form
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After the FAL
 Complete analyzing student work after post
assessment.
 Complete and submit MDC teacher FAL analysis form
after post assessment
 Determine the remaining course of action and select
lessons and learning experiences based on remaining
Obstacles Misconceptions and Gaps.
DEBRIEFING THE FAL
FAL Title: __________________________________
Teacher Name: ____________________________
Date of Pre-Lesson Assessment: _______________
Date of Post-Lesson Assessment: _____________
Post Assessment
Analyzing Pre-Lesson Assessment Data
Pre-Lesson
Assessment Data
Demonstrates
understanding
(3)
Demonstrates some
understanding
(2)
Demonstrates little to
no understanding
(1)
No responses
provided
(0)
Number of
Students
What does the work reveal about the students’ curre nt level of understanding? What are the
common issues? Summariz e the difficul ties by writing a ser ies of questions.
Analyzing Post-Lesson Assessment Data
Post-Lesson
Assessment Data
Demonstrates
understanding
(3)
Demonstrates some
understanding
(2)
Demonstrates little to
no understanding
(1)
No responses
provided
(0)
Number of
Students
What does the post-lesson work reveal about the students’ curre nt level of unde rstanding? How would
you summarize the growth of the students on this FAL?
MDC Teacher FAL Analysis
MDC Teacher FAL Analysis Form
Teacher Name: _________________________________________
Name of FAL
EX: Interpreting Algebraic Expressions (3 possible points)
3 = understanding, 2 = some understanding, 1 = little to no nderstanding,
0 = no response (average rating x 33.3 = numeric equivalent)
* Summative Assessment Data refers to teacher-created assignments.
School: _____________________________________________________
Date of
Pre-Lesson
Assessment
Pre-Lesson
Assessment
Data
2.0
8/19/13
Date of
Post-Lesson
Assessment
Post-Lesson
Assessment
Data
2.4
Growth
Summary
+.4
8/21/13
66
79.2
+13.2
Summative
Assessment
Data*
Chapter Test
average = 85
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36
Thank You!
 Please complete the evaluation at the end of your
training manual and leave on the table.
 Contact: Gail Snider
 1563 Oakridge Dr.
 Harrison, AR 72601
 870-688-0804
 [email protected]
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