Transcript FAL Suggestions

FALs and MDC
Before the Collaborative Activity:
• Meet as a grade level to collaboratively plan in
advance the administration of the preassessment
• As a grade level, discuss the connections
between the content standards and SMP and
what students should know and be expected
to demonstrate during the FAL
Before the Collaborative Activity
(con’t):
• Materials ready – having students cut-out the
day of the collaborative activity takes too
much time
• Actually administer the pre-assessment
• Groups based on pre-assessment not
convenience
• Development of feedback questions based on
actual misconceptions on pre-test
Before the Collaborative Activity
(con’t):
• Work the task and anticipate areas of
misconceptions and strengths before
implementing the collaborative activity
• Reference the standards but do not pre-teach
the actual collaborative activity or go over the
pre-assessment
• Establish and review rules of collaboration
Pre-Assessment
• 2/3 into the unit
• 10 to 15 minutes the day(s) before the
collaborative activity
• No prior teaching or “helping” students
• Recommended to complete in pen
• Meet with other grade level teachers to
determine trends in conceptual
misunderstanding; develop feedback
questions based on results of pre-assessment
Pre-Assessment
• Complete the Pre-Assessment individually
(5 minutes)
• http://www.online-stopwatch.com/fullscreen-onlinecountdown/?ns=../../s/7.mp3&nslen=1&cou
ntdown=00:05:00
Lesson Feedback Questions
•
Collaboratively developed based on trends
from the Pre-Assessment results
•
Should apply to misconceptions or
information they previously did not have
•
Should be written in the language of the
standards
Feedback Questions
(con’t)
•
Should connect the concepts and learning
goals from the Collaborative Activity to the
Feedback Question
•
Sample questions are included for each FAL
•
Questions must come from student work
Feedback Questions
(con’t)
•
Questions must be answerable; if you can’t
answer don’t list
•
Questions must be directly related to
conceptual (mis)understanding
•
Not too many
•
Students should individually complete and a
class discussion or individual miniconferences should follow
Feedback Questions
• Develop feedback questions (3 minutes)
• http://www.online-stopwatch.com/fullscreen-onlinecountdown/?ns=../../s/2.mp3&nslen=1&cou
ntdown=00:03:00
Feedback Questions
Lesson Introduction
• Whole Class Discussion
Flowing Liquid
Projector Resources
Lines and Linear Equations
P-13
Flowing Liquid
Projector Resources
Lines and Linear Equations
P-14
Liquid flowing out of the top prism 1
Projector Resources
Lines and Linear Equations
P-15
Liquid flowing out of the top prism 2
Projector Resources
Lines and Linear Equations
P-16
Liquid flowing out of the top prism 3
Projector Resources
Lines and Linear Equations
P-17
Liquid flowing out of the top prism 4
Projector Resources
Lines and Linear Equations
P-18
Liquid flowing out of the top prism 5
Projector Resources
Lines and Linear Equations
P-19
Liquid flowing out of the top prism 6
Projector Resources
Lines and Linear Equations
P-20
Lesson Introduction
Whole class discussion:
• introduce the lesson but do not explicitly
teach or answer questions related to the
Pre-Assessment
• ask guiding questions of individual students
and the class as a whole to ensure students
understand the context of the problem
• projector resources are included to guide
this process
Lesson Introduction
•Frame the collaborative activity
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.
Projector Resources
Lines and Linear Equations
P-23
Graphs
Projector Resources
Lines and Linear Equations
P-24
Lesson Introduction
(con’t)
Framing the collaborative activity:
•explain the directions
•consider modeling the collaborative process of
taking turns, justifying ideas, and explaining the
reasoning behind a specific rationale
•give students one minute to read and process
the task before beginning the activity
Collaborative Activity
• Complete the collaborative activity.
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.
Projector Resources
Lines and Linear Equations
P-27
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.
Projector Resources
Lines and Linear Equations
P-28
Collaborative Activity
•
•
•
•
usually completed in homogenous pairs based
on Pre-Assessment results
teacher facilitates throughout the activity and
creates experts to share their work with
struggling students
hands-on learning; do not rely on lecture or
paper/pencil computations only
Ok for students to grapple with the work but
do not let it lead to frustration or shutting
down … constantly monitor groups!
Collaborative Activity (con’t)
• try not to make specific suggestions that move
students toward a specific solution; rather ask
questions to help students reason together
• the purpose of this structured group work is
to ensure students engage with each other’s
explanations and take responsibility for each
other’s understanding
Plenary Discussion
•
scribe student’s name and his/her response
•
elicit response that go beyond answers; look
for conceptual understanding or
misunderstandings, justifications, or thought
organizations
Plenary Discussion
•
use high order thinking strategies to allow
students to “think outside the box”
•
students should be encouraged to expound
on previous responses
•
monitor and mini-conference with individual
groups and students as needed
Post-Assessment
•
same or very similar to Pre-Assessment; clean copy
•
also give students back their individual PreAssessments
•
do not grade; do go over for growth and gains in
understanding
Post-Assessment
•
make sure they do not merely copy from their PreAssessments
•
they are allowed to use their notes, etc… from the
Collaborative Activity and Feedback responses
•
should also address: what did you learn; how did you
feel; what could the teacher have done differently
Post-Assessment
•
Class Analysis Worksheet
Lessons Learned
During the Collaborative Activity:
• Frame the collaborative activity – explicitly tell
the students what and why
• Utilize a timer – benefits both you and the
students
• Do not use as a teaching opportunity, rather
guided discovery
• Group size – pairs work best
• If several groups are experiencing the same
dilemma, bring together as a whole group to
discuss
• Create experts to assist other groups
During the Collaborative Activity
(con’t):
• Encourage and model correct usage of the
vocabulary of the standards
• Always prompt with leading questions, not right
or wrong answers
• Utilize actual student work, both correct and
incorrect ; but do so in a non-threatening
manner
• If time runs out, make sure to bring back
together for closing – not just “we’ll pick up here
tomorrow”
After the Collaborative Activity:
• Don’t give post-assessment without having
plenary discussion
• Plenary discussion usually gets omitted; this is
a vital component of clarifying student
misconceptions
• Post and reference feedback questions
• Involve students and script their responses
• Let them “see” their growth
• Collaboratively meet as a grade level to
discuss areas of concern and success
Five Strategies of
Formative Assessment
• Clarifying and sharing learning intentions and criteria
for success: basically letting the students in on what’s going on
• Engineering effective discussions, questions, activities,
and tasks that elicit evidence of learning
• Providing feedback that moves students forward
• Activating students as instructional resources for one
another
• Activating students as owners of their own learning