Module 8b for middle high school teachers
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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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Module 8B for Middle/High School Teachers

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Module 8b for middle high school teachers

Module 8B for Middle/High School Teachers

Florida Standards for Mathematics:

Focus on Assessment & Data Use


Module 8b for middle high school teachers

Professional Development Session Alignment Set 1 – Completed 2013

Data Use

Governing Board

Data Use

ELA Math

School Leaders

Data Use

ELA

Math

Teachers

Leadership Teams

Session

1

Session

2


Module 8b for middle high school teachers

Professional Development Session Alignment

Set 2 - August, 2013 to May, 2014

Governing Board

Florida Standards

School Leaders

Assessments

Data Analysis

VAM

Data

ELA

Math

Data &

ELA

Data &

Math

Teachers

Leadership

Teams

Session

3

Session

4

Session

5

Session

6

Module 7

ELA &

Data Use

Module 8

Math &

Data Use


Module 8b for middle high school teachers

8 Components of Full Florida Standards Implementation


Travel notes

Travel Notes

  • Mileage to/from the trainings will be reimbursed to the school at $.445/mile (documentation with map and mileage required)

  • Parking and tolls will also be reimbursed with receipt

  • Reimbursement is limited to two cars per school

  • Forms and directions to request reimbursement are available under “Resources” on www.flcharterccrstandards.org

  • There are specific instructions included with the form to help fill it out correctly

  • Reimbursements for substitutes are NOT an eligible expense


Math assessment data use outcomes

Math Assessment & Data Use Outcomes

  • Identify the three types of assessment tasks

  • Determine instructional implications for preparing students to be successful on Florida Standards-aligned assessments

  • Analyze student work

  • Incorporate formative assessment into plans for daily classroom lessons

  • Plan how to communicate to their school leaders and teaching colleagues the key messages and big ideas from this Math module on Assessment & Data Use


Today s agenda

Today’s Agenda

Welcome and Introductions

  • Pre-Assessment

  • Sharing Implementation Experiences

  • Understanding Assessment Tasks

  • Analyzing Student Work

    Lunch

  • Assessing Every Day

  • Bringing It All Home: Clarifying Themes and Designing Messages

  • Next Steps

  • Post-Assessment

    Wrap Up


Pre assessment

Introductory Activity

Pre-Assessment

Guide Page

5


Sharing implementation experiences

Section 1

Sharing Implementation Experiences


Activity 1 tales from the classroom

Activity 1: Tales from the Classroom

Guide Page

7


Understanding assessment tasks

Section 2

Understanding Assessment Tasks


A comprehensive assessment system includes

A Comprehensive Assessment System Includes:

Annual Statewide Summative Assessment: FCAT/EOC

Alignment

Periodic Interim Assessments

Classroom Summative Assessments

Classroom Formative Assessment


How will florida assess student learning

How will Florida Assess Student Learning?

  • Machine scored and hand scored items

  • Multi-step questions that assess clusters of standards


Activity 2 part 1 spicy vegetables

Activity 2, Part 1: Spicy Vegetables

Guide Page

9


Three types of standardized assessment tasks

Three Types of Standardized Assessment Tasks

Type I: Tasks assessing concepts, skills and procedures

  • Balance of conceptual understanding, fluency, and application

  • Can involve any or all mathematical practice standards

  • Machine scorable including innovative, computer-based formats

  • Will appear on the End of Year and Performance Based Assessment components

Guide Page

10


Three types of standardized assessment tasks1

Three Types of Standardized Assessment Tasks

Type II: Tasks assessing expressing mathematical reasoning

  • Each task calls for written arguments / justifications, critique of reasoning, or precision in mathematical statements (MP. 3, 6)

  • Can involve other mathematical practice standards

  • May include a mix of machine scored and hand scored responses

  • Included on the Performance Based Assessment component


Three types of standardized assessment tasks2

Three Types of Standardized Assessment Tasks

Type III: Tasks assessing modeling / applications

  • Each task calls for modeling/application in a real-world context or scenario (MP.4)

  • Can involve other mathematical practice standards

  • May include a mix of machine scored and hand scored responses

  • Included on the Performance Based Assessment component


Activity 2 part 2 spicy vegetables

Activity 2, Part 2: Spicy Vegetables

Guide Page

11


Think about it

Think About It…

What are the implications of these tasks for classroom practice?


Let s take a break

Let’s Take A Break…

Be back in 15 minutes…


Analyzing student work

Section 3

Analyzing Student Work


What do you do with student work

What do you do with student work?


Activity 3 analyzing student work

Activity 3: Analyzing Student Work

Guide Pages 13-30


What do you expect

What do you expect?

Grades 6-8

  • Sports Bag

Grades 9-12

  • Skeleton Tower

Guide Pages 13-15


Module 8b for middle high school teachers

Theirs vs. Ours

  • Compare the two sets of expectations.

  • Determine similarities and differences.

  • Generate ideas on why the differences occur.

Guide Pages 16-17


Remember when we did this

Remember when we did this….

What do these students understand?

1

2

2 412

X 412

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.


Analyzing student work1

Analyzing Student Work

Guide Pages 18-29


What will you do with student work

What will you do with student work?

Guide Page

30


Think about it1

Think About It…

How can analysis of student work help plan future lessons?


Module 8b for middle high school teachers

Lunch


Assessing every day

Section 4

Assessing Every Day


Assessing every day1

Assessing Every Day

What strategies can teachers use to elicit student understanding during a lesson?


Activity 4a viewing a lesson

Activity 4a: Viewing a Lesson

Guide Pages 32-36

& 53-55

View Lesson Video


Two goals for assessment

Two Goals for Assessment

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?


Correct answers

Correct Answers

May be the result of:

  • efficient application of well understood concepts

  • rote application of algorithms without understanding of underlying concepts

  • well understood concepts but inefficient methods


Incorrect answers

Incorrect Answers

May be the result of:

  • misunderstanding of fundamental ideas (misconceptions)

  • lack of procedural knowledge

  • slips in attention


Eliciting student understanding

Eliciting Student Understanding

Contexts for students to explain their thinking:

  • Agreeing or disagreeing with an idea

  • Choosing correct answers from a list with several correct and several incorrect answers

  • Explaining how several approaches to the same question can be correct

  • Asking how, and why

Guide Pages

37-38


Before during and after

Before, During, and After

How can you find out what you need to know?

  • Before a lesson? – Are students ready for this lesson?

  • During a lesson? – What are students learning?

    – How are students thinking?

  • After a lesson? – Have students achieved the goals of the lesson?


Activity 4b assessment for learning

Activity 4b: Assessment FOR Learning

Guide Pages 39-44


Think about it2

Think About It…

How can assessment FOR learning aid teachers and students?

How can teachers plan for ongoing assessment?


Bringing it all home clarifying themes and designing messages

Section 5

Bringing it All Home: Clarifying Themes and Designing Messages


Module 8b for middle high school teachers

The Beginning of the Journey

Focus

What motivated the creation of the standards?

What are the goals?

Coherence

Rigor


Module 8b for middle high school teachers

Understanding Rigor

  • What makes a math program rigorous?

  • Conceptual Understanding

  • Procedural Skill and Fluency

  • Application of Mathematics

Rigor


Module 8b for middle high school teachers

Focusing on Instruction

  • How does one teach rigorous math?

  • Standards for Mathematical Content

  • Standards for Mathematical Practice


Module 8b for middle high school teachers

What Needs to Be Taught

Standards for Mathematical Content

  • Conceptual Understanding

    • Explain ideas

    • Make connections among ideas

    • Use ideas to create new ones

  • Computational Fluency

    • Use a repertoire of strategies flexibly

    • Efficiency


Module 8b for middle high school teachers

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


Module 8b for middle high school teachers

Wait………What???

There was supposed to be less to teach. Isn’t this more?


Module 8b for middle high school teachers

The Solution

  • The standards are not a curriculum!

  • A curriculum will chunk the standards into coherent groupings and be taught together.

  • The practices should be part of all the work, all the time.

  • Summary

  • Focus, Coherence, and Rigor

  • Content and Practices

  • Concepts, Procedural Fluency, Application

  • Chunking


Where are you now

Where are you now?

How are these ideas understood now at your school?

Which ideas need further clarification and visibility?


Making ideas visible

Making Ideas Visible

Songs

Slogans

Catch-Phrase

Elevator Pitch

Chart

Cartoon


Don t give up

Don’t Give Up

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 –


Don t give up1

Don’t Give Up

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.


Module 8b for middle high school teachers

Just do it!


Module 8b for middle high school teachers

Again!


Activity 5 designing messages

Activity 5: Designing Messages

Guide Page 46


Change isn t easy

Change Isn’t Easy

Stages of Change

Achivemethecore.org

Guide Page

47


Next steps

Section 6

Next Steps


What s your plan

What's Your Plan?

  • What do we think should happen at school to promote implementation of the Florida Standards for Math?

  • What can we do now in our classrooms and in the school to promote implementation of the Florida Standards for Math?

  • What are some expected challenges?

  • How can we work around the challenges?

Guide Page

49


Closing activities

Closing Activities


Don t forget your resources

Don’t Forget Your Resources…

Project Website flcharterccrstandards.org


Module 8b for middle high school teachers

JOIN US FOR A DISCUSSION

9:00 AM and 3:00 PM

Monday, February 24th

Tuesday, February 25th

Friday, February 28th


New e learning courses

NEW - E-Learning Courses!


Modules on cpalms charter

Modules on CPALMS Charter


Math assessment data use outcomes1

Math Assessment & Data Use Outcomes

  • Identified the three types of assessment tasks

  • Determined instructional implications for preparing students to be successful on Florida Standards-aligned assessments

  • Analyzed student work

  • Incorporated formative assessment into plans for daily classroom lessons

  • Planned how to communicate to their school leaders and teaching colleagues the key messages and big ideas from this Math module on Assessment & Data Use


Post assessment and session evaluation

Post-Assessment and Session Evaluation

Where Are You Now?

Assessing Your Learning

Guide Page

51


Thanks and see you next time

Thanks and see you next time!


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