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Higher Order Instruction & Assessment . Jennifer Nehl , M. Ed. Our Resource.
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Higher Order Instruction & Assessment Jennifer Nehl, M. Ed.
Our Resource • “How do teachers embed these thinking skills into curricular content so that student achievement rises and all students have an equitable opportunity to develop the quality of their thinking and problem solving, not just for tests, but for a lifetime of learning?”
Explain • Define • Demonstrate • Standards
Learning • Clarify • Relationships • Interpret
Research • Synthesize • Rigor • Compare
Analyze • Develop • Understand • Depth of Knowledge
Dan Meyers Ted.com
Instructional Strategies What are they?
Assessment Strategies Formative and Summative What is the difference?
It isn’t the method that determines whether the assessment is summative or formative… …it is how the results are used.
Gradual Release of Responsibility • https://www.teachingchannel.org/videos/improving-teacher-practice Sarah Brown Wessling2010 Teacher of the Year
K-5 Math - Understand I DO Recipe: GIST • Get the big idea, main idea, or theme • Identify details to support the main idea • Say it in your own words • Test by creating a summary
K-5 Math - Understand I DO Instructional Strategy: (Recognizing Patterns) Big Ideas: • Logical patterns exist and are a regular occurrence in mathematics. They can be recognized, extended, and generalized with both words and symbols. • Patterns can be found in physical and geometric situations as well as in numbers. • Algebraic Thinking begins with patterns and regularity at Kindergarten and develop across the years.
K-5 Math - Understand I Do/WeDo: (Recognizing Patterns) Use the recipe of GIST to help you understand. G – The main idea – When students discuss how to grow a plant– they would begin with the seed and end with the plant I – Identify Details – here they would say plant the seed in the ground, rain, sun, rain, sun, and then eat the peas from the plant S – Say in your own words – a plant begins with a seed, it needs to be put into the ground, it needs sun, it needs water and time to grow. Then we can eat what grows. T – Test by creating a summary – Seeds need dirt, sun, water, and time to grow into plants.
K-5 Math - Understand WeDo: (Recognizing Patterns) Learning Targets (Student Friendly Language)- • I can name and draw shapes for the given number of angles and faces. • I can recognize and name triangles, quadrilaterals, pentagons, hexagons, and cubes. • I can see patterns and make connections.
K-5 Math - Understand We Do: • Watch the story – “The Greedy Triangle” • What is happening in the story? • On the handout, write the name of the shape and draw a picture. • Let’s talk about those shapes –Patch Tool - http://illuminations.nctm.org/ActivityDetail.aspx?ID=27
K-5 Math - Understand We Do: • In your journal, draw one of the shapes the Greedy Triangle turns into. Stand up and find someone with your shape. If no one has your shape, join another group or join someone without a partner. • Write a statement together that explains mathematically what is happening to Greedy Triangle’s shapes. • If this story had continued, what shape might the “The Greedy Triangle” become and why?
As a group, let’s complete GIST: G– The main idea – I– Identify Details – S– Say in your own words – T – Test by creating a summary –
K-5 Math - Understand We Do:(Recognizing Patterns) This activity allows students to scaffold their understanding by first making visual and written connections of the story to geometric shapes. • Students recognize patterns to determine what changes as shapes grow. • Students use those ideas of patterns to summarize the distinguishing characteristics of each shape. • Finally, students extend their thinking by creating and naming the shape that would come next.
K-5 Math - Understand We Do:(Recognizing Patterns) • 2.G.1 - Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (Sizes are compared directly or visually, not compared by measuring.) • SMP – #7 Look for and make use of structure, 8 Look for and express regularity in repeated reasoning.
K-5 Math – Understand – WE DO We Do:(Recognizing Patterns) • G – the main idea – “What is the Greedy Triangle doing?” • I – identify details – Students are writing about the shapes and drawing pictures. • S – say in your own words – Pair/Share students write all the words to describe what is happening to the Greedy Triangle shapes. • T – Test by creating a summary – Pairs write a sentence to explain what is happening to the Greedy Triangle as he shifts shapes. What patterns do you see?
K-5 Math – Understand – YOU DO You Do: • In order to do this you will need to: • Find a lesson or activity where students can recognize patterns. GIST • Get the big idea, main idea, or theme • Identify details to support the main idea • Say it in your own words • Test by creating a summary Helpful thoughts: • Recognizing patterns can occur with: • Numbers (odd/even, adding one more, adding two more, doubling, counting, etc.) • Algebraic thinking, geometry, measurement, and data • Modeling with manipulatives, human actions, and pictures are beneficial
K-5 Math - Understand • Assessment: • How are we going to assess students levels of understanding related to patterns? • Your students have completed a formative assessment for you as they worked through the “Greedy Triangle”. You can assess their drawings, naming of shapes, details about the shapes, the summary statement about what they observed in the patterns, and their hypothesis of what the shape might become if it continued this pattern.
Explain Motivational Mindset: • Look at the PHOTO • Turn to your partner and discuss observations--but in QUESTIONS only. • Do you see…? What is…
jnehl@tie.wikispaces.net jnehl@tie.net 307-281-1796
