Transcript Washington State Mathematics Fellows

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Washington State
Mathematics
Fellows
Sue Bluestein
February 3
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Agenda 9:00-3:00
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Connecting with Partners
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Putting the Shifts into practice—How do we ensure coherence?
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Formative Assessment Cycle and Connecting Tasks to the
Domains of Focus
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Collaboration by grade band
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Planning next steps
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LUNCH 12:00-1:00
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Larger context
Leadership in the
Extended Community
Leadership of
Others
Advocate and Systematize
Leadership
of Self
Know and
Model
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Purpose of the Fellows
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To be a part of and support a system that focuses on math
making sense for all students. --Leadership in the Extended
Community
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This requires all of us to be intentional about putting the
shifts into practice to reflect the CCSS vision both around the
student making sense of the mathematics and demonstrating
that understanding. –Leadership of Others and Self
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The Fellows will use a formative assessment cycle that will
support change in practice and experiences students have
with the mathematics. –Leadership of Self
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Plan for the year
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Four regional meetings
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One state-wide meeting (Feb 13)
Meetings centered around:
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Leadership of Self
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Learning together and learning of new resources
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Engaging in a formative assessment cycle
Leadership of Others
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Reflecting on leading adult learners—Professional Development Clips
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Planning next steps
Leadership in the Extended Community
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Providing feedback to the state-wide system
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Planning next steps
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Regional Work
Results of data from session 1
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Collaboration with others
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Write common/benchmark assessments
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Improve classroom practice
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Working with Diverse Learners
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How to work with missing skills during this transition
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Reflect on the PD you accomplished
since our last meeting or that you are
planning (attendance data?)
 Discuss
with your group:
Leadership of Others
did you do?
 Who was your audience?
 How did it go?
 What were your challenges?
OR
 What are you planning on doing?
 Who will your audience be?
 What challenges do you see arising?
 What
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Connecting with Partners
Leadership in the Extended Community
 Consider
all of the partnerships that will be
important to ensure the implementation
and success of your Fellows work.
 Write
each one on a sticky note and place
all of them around the circle on your poster
paper.
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Current Reality
 Consider
the current reality of your
network of partnerships as a Math Fellow.
 Use
a solid, dashed or no line to show the
strength of your network partnerships
within your circle.
 Then
post on wall.
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Strong
Partnership
Curriculum
Leads
Teachers
Marginal
Partnership
Parents
Higher
Education
You
Principals
Community
Superintendent
No Partnership
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Take a break
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Network of Partnerships
 Gallery Walk
 Find
someone who has different
connections than you and discuss
successes
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Connecting with Partners
3 x 5 card
 What
is your strongest partnership within
your network? (share why?)
 Where
do you need to strengthen your
partnerships in your work as a Math Fellow?
How?
 Discuss
with your administrator how they
can support you as a Math Fellow.
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Greater Focus, More Coherence
 We
need to do less with greater focus. Most
low-performing schools don’t need more
programs, or even more resources. They
need a more powerful, coherent culture of
instructional practice.
Change in Nomenclature of the
Common Core State Standards for
Mathematics
DOMAIN
Number and Operations in Base Ten
STANDARD
A. Use place value understanding and properties of
CLUSTER
Title : now has
designation
3.NBT
operations to perform multi-digit arithmetic.
1. Use place value understanding to round whole numbers to the
nearest 10 or 100.
2. Fluently add and subtract within 1000 using strategies and
algorithms based on place value, properties of operations, and/or
the relationship between addition and subtraction.
3. Multiply one-digit whole numbers by multiples of 10 in the range
10-90 (e.g., 9 x 80, 5 x 60) using strategies on place and properties
of operations..
Now 3.NBT.A.1 instead of 3.NBT.1
+ The Three Shifts in Mathematics—
Leadership of Self and Others
Focus: Strongly
where the
standards focus
Coherence: Think
across grades
and link to major topics within
grades
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Rigor: In major topics, pursue
with equal intensity:
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Conceptual understanding
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Procedural skill and fluency
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Application
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+ Shift Two: Coherence
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Think across grades, and link to major
topics within grades
 Carefully
connect the learning within and across grades
so that students can build new understanding onto
foundations built in previous years.
 Begin
to count on solid conceptual understanding of
core content and build on it. Each standard is not a new
event, but an extension of previous learning.
+ Coherence
“The Standards are not so much
built from topics as they are woven
out of progressions.”
Structure is the Standards, Publishers’ Criteria for Mathematics, Appendix
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CCSS
Grade 4
Grade 5
4.NF.4. Apply and extend previous
understandings of multiplication to
multiply a fraction by a whole
number.
5.NF.4. Apply and extend previous
understandings of multiplication to
multiply a fraction or whole number
by a fraction.
5.NF.7. Apply and extend previous
understandings of division to divide
unit fractions by whole numbers and
whole numbers by unit fractions.
Grade 6
6.NS. Apply and extend previous
understandings of multiplication and
division to divide fractions by
fractions.
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Administering the Tasks Cold—
Leadership of Self
 These
tasks will be used as a baseline
 Please
do not give any prior instruction, it is very
important that your students demonstrate what
they know at this time
 This
data will be used as a baseline—it is more
important that your students grow from this
baseline, than do well at this first administration.
 K-1
should read the task for the students and
accept dictation as answers if needed.
Implications
of
the
Task
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Leadership of Self
Review your task if everyone did not give the same
task and share how it relates to your domain:
K-2 NBT
 3-5 NF
 6-8 RP
 HS F or G
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Leadership
of Self
Know and
Model
 What
patterns did you observe about your
students’ work as a whole? Including ALD Claim 3.
 What
 What
common misconceptions did you notice?
experiences do you need to provide your
students with this year?
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A Progression of Learning
Leadership of Self and Others
• K-2 Number and Operations Base Ten p. 5-8
• 3-5 Number and Operations Fractions p. 2-13
• 6-7 Ratio and Proportional Relationships p. 5-12
• 8 Expressions and Equations p. 8-13
• HS Functions p. 7-16
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A Progression of Learning
Leadership of Self and Others
 Read
the progression for the grade levels that
you are assigned to, as you read use the
symbols:
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!
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things that are familiar to you
things that are new to you
things that you have a question about
 Discuss
one item that was new to you and one
item that you have a question about
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Finding Coherence
Leadership of Self and Others
 Use
the Instructional Alignment Chart to focus your
conversation on the Coherence the progression
provides within your identified cluster:
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K-2: K.NBT.A, 1.NBT.B, 2.NBT.A
3-5: 3.NF.A, 4.NF.A, 5.NF.A
6-8: 6.RP.A, 7.RP.A, 8.EE.B
HS: 8.F.A, F.IF
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Reflection of Learning
Leadership of Self
 What
are the implications for your
classroom practice you discovered from
looking at the Learning Progressions
through the lens of coherence?
 What
are some changes you will make with
your students to raise their understanding
of mathematics content using the
progressions?
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Lunch  12:00 – 1:00
Claims for the Mathematics
Summative Assessment
Overall Claim for Grades 3-8
Overall Claim for Grade 11
“Students can demonstrate progress toward college and career
readiness in mathematics.”
“Students can demonstrate college and career readiness in
mathematics.”
Claim #1 - Concepts &
Procedures
“Students can explain and apply mathematical concepts and
interpret and carry out mathematical procedures with precision and
fluency.”
Claim #2 - Problem Solving
“Students can solve a range of complex well-posed problems in pure
and applied mathematics, making productive use of knowledge and
problem solving strategies.”
Claim #3 - Communicating
Reasoning
“Students can clearly and precisely construct viable arguments to
support their own reasoning and to critique the reasoning of others.”
Claim #4 - Modeling and Data
Analysis
“Students can analyze complex, real-world scenarios and can
construct and use mathematical models to interpret and solve
problems.”
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Leadership
of Self
Know and
Model
The Role of Tasks in Formative Assessment
Leadership of Self and Others
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Formative Assessment
What it is?
What it isn’t?
Page 36
A Balanced Assessment System
Common
Core State
Standards
specify
K-12
expectations
for college
and career
readiness
Summative:
College and career
readiness
assessments for
accountability
Teachers and
schools have
information and
tools they need
to improve
teaching and
learning
Formative
resources:
Digital Library with
instructional and
professional learning
resources for
educators to improve
instruction
Interim:
Flexible and open
assessments, used
for actionable
feedback
All students
leave
high school
college
and career
ready
+ Four Attributes of the
Formative Assessment Process
Clarify
Intended
Learning
Elicit
Evidence
Act on
Evidence
Interpret
Evidence
Page 37
+ After the Task is Selected…
The Formative Assessment cycle
 …a
process not a product
 …the
gathering of information about
students to inform and guide instruction
 …the
longer it takes to use the information
the less effective it becomes
Clarify
Intended
Learning
Elicit
Evidence
Act on
Evidence
Interpret
Evidence
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Clarify Intended Learning
 Helps
students and teachers understand
expectations and goals (what students will
learn, not activities)
 Learning
friendly targets and success
criteria which indicate the measureable
behavior
Clarify
Intended
Learning
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Elicit Evidence
 No
single way to elicit evidence:
 Interaction
 Appropriate
questions
 Focused observation
 Analyzing student work
 Can
be planned or spontaneous
 Informal
assessment activities by:
 Teacher, Self-assessment, or
Peers
Elicit
Evidence
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Margaret Heritage
“…whatever method teachers use to elicit
evidence of learning, it should yield information
that is actionable by them and their students.”
(2011)
Elicit
Evidence
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Interpret Evidence
 Used
to determine where the students are
in relationship to the learning target
 Informs
 Can
adjustments to instructional plans
be interpreted by:
 Teacher, Student, or
Peers
Interpret
Evidence
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Act on Evidence
 Provide Timely, Descriptive
and Actionable
Feedback
 Give active steps students can take to move
toward the learning target
 Have students self-assess and use peer
assessment
 Help students be aware of strategies they can use
to move learning forward (draw a picture, work
backward, reread a text)
 Adjust
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Instruction
Mini tutoring groups
Flexible student group work
Act on
Evidence
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Popham
“…carefully crafted descriptive feedback
will improve what goes on in almost every
classroom.” (2011)
Act on
Evidence
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Share how you have used formative
assessment in the classroom
Clarify
Intended
Learning
Elicit
Evidence
Act on
Evidence
Interpret
Evidence
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Where does LaSW fit into
Formativie Assessment?
 Formative
Assessment is a deliberate
process used by teachers and students
during instruction that provides
actionable feedback that is used to adjust
ongoing teaching and learning strategies to
improve students’ attainment of curricular
learning targets/goals.
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+ Criteria for a Rich Task
1.
Is the task interesting to students?
2.
Does the task involve meaningful mathematics?
3.
Does the task provide an opportunity for students
to apply and extend mathematics?
4.
Is the task challenging to all students?
5.
Does the task support the use of multiple strategies
and entry points?
6.
Will students’ conversation and collaboration
about the task reveal information about students’
mathematics understanding?
Adapted from: Common Core Mathematics in a PLC at Work 3-5 Larson,, et al
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State Meeting Feb 13
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Roles of Teacher Leaders
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Teacher Leadership Framework
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Working with adult learners
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Communication
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Collaborative Work
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Knowledge of Content and Pedagogy
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Systems Thinking
Content Break outs
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Knowledge of Content and Pedagogy for Math Fellows
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See you at 9:00 am on March 3
 Our
representative Fellows will be sharing information
they gain on teacher leadership during our next
meeting.
 Remember
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to:
Implement your plan
Email to Sue Bluestein by February 21, 2014:
 Updates
to your Fellows Professional Learning Plan
 Unpacking
Instructional Task Form
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Grade Level Sharing
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Rebecca SBAC
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Sue Fellows corner on web page
Working with adult learners
Supplemental materials
Mathematical practices in the classroom
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+ Impact of Teachers
 Read
the scenarios of how the Fencing Task was
implemented.
 Determine
what has happened to the mathematics
as the task was implemented.
 Use
the SMP #3 rubric to determine what the
scenarios demonstrate
+ Impact of Teachers
 Consider
Scenario A
 Highlight
opportunities to use formative
assessment to gather information about student
scores for SMP #3
 How
would you gather the data?
 And
what would you do with it?
 How
does this connect to Elmore’s principles?
+ From Research to Classroom Practice—
Leadership of Others and in the Extended Community
Take a few moments to consider your year and your role as a
CCSS-M Fellow
 Review your plan/commitments for
implementing/deepening formative assessment for
instruction in classroom - how do we know we are on the
path to success?
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Talk with your group for ideas
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Focus on what you will do between now and March 3
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Connect with your Partners