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GACIS MDC Training – Introduction

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GACISMDC Training – Introduction

Mathematics Design Collaborative

Vicki D. Mixon

Math Trainer, GADOE

- Mathematics Design Collaborative
- Shell Center – Silicon Valley Mathematics Initiative – MARS – MAP – Gates
- Strategies and Tools to assist teachers as they implement CCSS
- Formative Assessment Lessons (a.k.a. Classroom Challenges)

MDC Spotlights SMP

Sounds like literacy to me. Do you agree?

Communicating

Making connections

Justifying

Explaining

Critiquing the reasoning of others

Attending to precision

Modeling with mathematics

Formative Assessment

… all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. Such assessment becomes ‘formative assessment’ when the evidence is actually used to adapt the teaching work to meet the needs. (Black & Wiliam, 1998)

When the chef tastes the sauce it is formative assessment; when the customer tastes it, it is summative. (Anon)

Essential Questions

How can problems be used to assess performance?

How can this assessment be used to promote learning?

What kinds of feedback are most helpful for students and which are unhelpful?

How can students become engaged in the assessment process?

Formative

Assessment

Lessons

- Throughout the lesson the teacher will be using a variety of formative assessment techniques
- Teachers develop feedback questions based upon evidence.

- A pre-lesson assessment is given to diagnose misconceptions.
- A post-lesson assessment will help teachers adapt instruction.

- Each lesson has a whole class introduction
- A collaborative activity
- And a plenary or closing whole class discussion
- All necessary teacher resources all provided

CCGPS Standards for Mathematical Practice

- Make sense of problems and persevere in solving them
- 6. Attend to precision

- Reason abstractly and quantitatively
- Construct viable arguments and critique the reasoning of others

- Model with mathematics
- Use appropriate tools strategically

- Look for and make use of structure
- Look for and express regularity in repeated reasoning

The Standards for Mathematical Practice represent the habits and attitudes of mathematical thinkers and are integral to the superstructure of CCGPS mathematics. The practice standards define the way knowledge comes together and gets used by students. Administrators are encouraged to focus on the practice standards when evaluating the teaching and learning process.

Reasoning and explaining

Modeling and using tools

Seeing structure and generalizing

Overarching habits of mind of a productive mathematical thinker

Georgia Department of Education

Dr. John D. Barge, State School Superintendent

June 27, 2012

- In this respect, those content standards which set an expectation of understanding are potential “points of intersection” between the Standards for Mathematical Content and the Standards for Mathematical Practice. These points of intersection are intended to be weighted toward central and generative concepts in the school mathematics curriculum that most merit the time, resources, innovative energies, and focus necessary to qualitatively improve the curriculum, instruction, assessment, professional development, and student achievement in mathematics.

- Lessons are created by the experts
- Aligned to Common Core
- Placed in our Georgia frameworks
- Prepare students for performance-based assessments
- Training and collaboration is important
- Training includes how to analyze student growth to adapt instruction

- Short, 2-3 question assessment
- Designed to uncover misconceptions
- To be analyzed but not graded
- Requires students to use the LOTS as they justify and explain
- Helps teachers pinpoint the necessary focus for future instruction
- Encourages students to become independent learners/thinkers (feedback questions)

- Morning
- Introduction
- Formative Assessment Lesson (OKRESA)
- Lines and Linear Equations

- Afternoon
- Concept Development vs. Problem Solving
- Parallel & Perpendicular Lines
- Having Kittens

- Improving Learning Through Questioning

- Concept Development vs. Problem Solving

- Morning
- Students Working Collaboratively
- Strategies & Tools
- Website resources
- Website: www.map.mathshell.org

- Afternoon
- Inspect What You Expect
- Next Steps & Closing

- Review
- Research & Evidence
- Handout – Next Steps

- Collaboration is key
- Preparation
- Planning
- Developing feedback questions
- Reflection
- Analyzing student growth

- Feedback questions based upon evidence
- Analysis of student growth is imperative

- Make the Expectation Clear:
“Non-Optional” Formative Assessments

- Observe the Lessons
- Ask for Student Work Samples
- Ask to see Analysis of Student Errors

- Questioning Techniques
- Open-ended assessments
- Collaboration
- Student dialogue and engagement
- Address misconception

Essential Questions

Answers

Short, 2-3 question assessment

Designed to uncover misconceptions

Requires students to use the LOTS as they justify and explain; collaborative activity

Helps teachers pinpoint what they need to focus on

Specific; question form. To be analyzed but not graded

Encourages students to become independent learners/thinkers

- How can problems be used to assess performance?
- How can this assessment be used to promote learning?
- What kinds of feedback are most helpful for students and which are unhelpful?
- How can students become engaged in the assessment process?

Formative assessment is like a biopsy. You use it to diagnose and treat the problem.

Summative assessment is like an autopsy. By the time this occurs it is too late to provide treatment.

- RESA
- Most have received training and have been involved in classroom observations/feedback
- GaDOE is supporting this endeavor
- Some schools have requested their RESA to begin now!
- Other schools who have had MDC training and have successfully scaled it system-wide
- Vicki Mixon; [email protected]