School Year Session 9: January 22, 2014

A New PTR Cycle: Starting at the End

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Agenda

• • • • • •

Reflections on the first cycle & planning for the next Starting at the End: An Assessment Task Break Analyzing assessment rubrics and work Picking a focus unit for the spring inquiry Homework and closing remarks

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Learning Intentions & Success Criteria

Learning Intentions:

We are learning to anchor a unit of instruction in a rich student assessment task.

Success Criteria:

We will be successful when we can identify features of an assessment task and rubric that provide meaningful opportunities to learn about student thinking.

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Activity 1: Reflecting on the Fall

• • • Some things we noticed: Exceptional thought, energy, and detail went into your projects and presentations Identifying good tasks and linking them to the Standards for Mathematical Practice was strong Articulating specific student thinking, including solution paths and misconceptions, was challenging

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Activity 1: Reflecting on the Fall

• • • Some things others noticed: The thoughtful, meaningful ways in which you designed and implemented tasks The rich and deep student thinking that emerged Your enthusiasm in sharing the outcomes of your project

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Activity 1: Reflecting on the Fall

• • • Some things you wondered: How can I find (or design in a time-efficient way) more of these tasks?

How might we reasonably string together a set of rich student experiences across a unit?

How can we assess in ways that are more CCSS-compatible and still satisfy district policies and practices?

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Activity 1: Reflecting on the Fall

Our plans for the spring

• • • What’s Old Select a task for a lesson/series of lessons with CCSSM focus Teach the lesson Collect evidence about what students learned • • • What’s New Consider how the task fits into the unit Choose CCSSM-related unit learning intentions Design an assessment that measures the unit’s success criteria

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Activity 1: Reflecting on the Fall

An approximate timeline 1.8

Activity 2: The Cycle Shop

The task we are about to solve is designed as an assessment task for an Algebra I class.

• • As you solve the task, consider the following: What standards do you think this task might assess?

In what ways might you be able to score student work relative to those standards?

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2.

3.

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Activity 2:

Performance Task

The Cycle Shop

You work for a small business that sells bicycles, tricycles , and tandem bikes. Bicycles have You work for a small business that sells bicycles, tricycles, and tandem bikes. Tandem bikes have two seats, four pedals and two wheels.

Bicycle Tricycle Tandem Bike

Write a rule that shows the relationship between the number of wheels and the How many tricycles were in the shop? __________________. number of tricycles.

On Wednesday, there were no tandem bikes in the shop. There were a total of 24 and the number of tricycles (

t

). A month later, there are a different number of bicycles, tricycles, and tandem bikes in the shop. There are a total of 144 front steering handlebars, 378 pedals, and 2.

320 wheels.

On Wednesday there were

no

tandem bikes in the shop. There were only bicycles and tricycles. There are a total of 24 seats and 61 wheels in the shop. How many bicycles and How many bicycles, tricycles, and tandems are in the shop? Explain how you know.

_____________________________________________________ Show how you figured it out using algebra.

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Activity 2: The Cycle Shop

• • Discuss with your groups: What standards do you think this task might assess?

In what ways might you be able to score student work relative to those standards?

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Break

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Activity 3: Analyzing the Assessment

Consider the set of student work for The Cycle Shop. • How might you create a rubric to measure the standards we identified as relative to the task?

• How will you distinguish between different levels of performance in assessing students’ written work on the task?

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Activity 3: Analyzing the Assessment

Consider the rubric and annotated student work for The Cycle Shop. In relation to the set of standards we identified: • What aspects of student performance does the rubric measure well?

• What aspects of student performance does the rubric measure poorly or not measure at all?

• How might you edit the rubric to capture a wider range of performance?

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Activity 4: Picking a Focus Unit

So far tonight, we’ve considered as assessment task that might anchor a unit of instruction and the standards that the assessment might measure.

Your packet also contains an initial task and a lesson that might be embedded in a unit for which this assessment would be one measure of success.

How might you use these concepts of task, lesson, standards, and assessment to reconceptualize the process of planning for a new unit?

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Activity 4: Picking a Focus Unit

Using your district’s materials (curriculum or pacing guides, curriculum materials, course standards), identify a focus unit that you will be teaching in one of your courses between early March and mid-April. For that unit, identify a set of the CCSSM standards (content standards and Standards for Mathematical Practice) that you will teach and assess in that unit.

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Learning Intentions & Success Criteria

Learning Intentions:

We are learning to anchor a unit of instruction in a rich student assessment task.

Success Criteria:

We will be successful when we can identify features of an assessment task and rubric that provide meaningful opportunities to learn about student thinking.

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Activity 5:

Homework & Closing Remarks Homework:

• Complete your work in identifying standards for your focus unit. Bring the set of standards, along with any relevant assessments for the unit that are already designed, to our next session.

• Begin thinking about a lesson (one or more days) that might be anchored by a high cognitive demand task within the unit.

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