Module 8B for Middle/High School Teachers. Florida Standards for Mathematics: Focus on Assessment & Data Use. Professional Development Session Alignment Set 1 – Completed 2013. Data Use. Governing Board. Data Use. ELA Math. School Leaders. Data Use. ELA. Math. Teachers.
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Florida Standards for Mathematics:
Focus on Assessment & Data Use
Professional Development Session Alignment Set 1 – Completed 2013
Set 2 - August, 2013 to May, 2014
8 Components of Full Florida Standards Implementation
Welcome and Introductions
Annual Statewide Summative Assessment: FCAT/EOC
Periodic Interim Assessments
Classroom Summative Assessments
Classroom Formative Assessment
Type I: Tasks assessing concepts, skills and procedures
Type II: Tasks assessing expressing mathematical reasoning
Type III: Tasks assessing modeling / applications
What are the implications of these tasks for classroom practice?
Be back in 15 minutes…
Guide Pages 13-30
Guide Pages 13-15
Guide Pages 16-17
What do these students understand?
Examine each student’s work.
Would you be comfortable with his/her understanding if s/he continued to approach division in his/her particular way? Explain your reasoning.
Guide Pages 18-29
How can analysis of student work help plan future lessons?
What strategies can teachers use to elicit student understanding during a lesson?
Guide Pages 32-36
View Lesson Video
OF Learning – What do students know? What can they do? What is the level of mastery at a given moment?
FOR Learning – How do students understand ideas? How are specific misconceptions leading to errors in thinking? What are next steps in instruction?
May be the result of:
May be the result of:
Contexts for students to explain their thinking:
How can you find out what you need to know?
– How are students thinking?
Guide Pages 39-44
How can assessment FOR learning aid teachers and students?
How can teachers plan for ongoing assessment?
What motivated the creation of the standards?
What are the goals?
Standards for Mathematical Content
What needs to be taught
Standards for Mathematical Practice
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
There was supposed to be less to teach. Isn’t this more?
How are these ideas understood now at your school?
Which ideas need further clarification and visibility?
Here’s a song about getting in wrong
You knew you didn’t get it all along
So you tried the problem and made a mistake
You think that for you math just won’t take
But that ain’t true and makes no sense
What you need is perseverance –
Hang in there kid, don’t be tense
Perseverance creates competence
Remember this and have no fear-
Success will come if you persevere
Success will come if you persevere.
Guide Page 46
Stages of Change
Project Website flcharterccrstandards.org
9:00 AM and 3:00 PM
Monday, February 24th
Tuesday, February 25th
Friday, February 28th
Where Are You Now?
Assessing Your Learning