Partners for Mathematics Learning - PowerPoint PPT Presentation

Mia_John
slide1 n.
Skip this Video
Loading SlideShow in 5 Seconds..
Partners for Mathematics Learning PowerPoint Presentation
Download Presentation
Partners for Mathematics Learning

play fullscreen
1 / 68
Download Presentation
Partners for Mathematics Learning
77 Views
Download Presentation

Partners for Mathematics Learning

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. 1 PARTNERS forMathematicsLearning FormativeAssessmenttoSupportStudentLearning Module5 Grades3-5 Decisions about NextSteps Partners forMathematicsLearning

  2. 2 Overview Module1:LearningTargets Module2:QuestioningandTaskSelection Module3:InferencesandFeedback Module4:MakingStudentsActivePartners Module5:DecisionsaboutNextSteps Module6:CollaborationAroundAssessment Partners forMathematicsLearning

  3. 3 Teaching-LearningCycle Clear Learning Targets Decisions About NextSteps Questioning& Instructional Tasks Collaboration Around Assessment Making Inferences &Giving Feedback Partners forMathematicsLearning StudentSelf- Assessment& Responsibility

  4. 4 MakingDecisionsaboutNextSteps Learningtargetsforthismodule Understandanduseinformationabout learningneedsofindividualstudentsto makedecisionsaboutnextinstructional steps Identifystrategies forinterventionand differentiation Partners forMathematicsLearning

  5. 5 MakingDecisionsaboutNextSteps Thequalityanddepthofstudentlearningis influencedbythedecisionsteachersmake Thus,formativeassessmentshould Giveinformationaboutstudents’understanding Guideteachersinchoosinginterventionsfor individualstudents Assistinplanningnextstepsforthewholeclass Formativeassessmentdatahasvalue accordingtohowwellweuseittoplan Partners forMathematicsLearning

  6. 6 InformationAboutStudents Wegatherinformationaboutstudents’ understandinginmanyways… Students’writtenwork Conversationsorinterviews withindividuals Classdiscussions Pre-assessmentsfor learningtargets Partners forMathematicsLearning

  7. 7 MakingDecisionsaboutNextSteps WholeClassInstruction DifferentiatedInstruction–designing instructiontomeetneedsofallstudents acrossthespectrumofmastery Withinthecontextofwholeclassinstruction Interventions–specificstrategiestomeet identifiedneedsofchildren Individualized/smallgroupinstruction Inthismodule,wefocusonchildrenatrisk Partners forMathematicsLearning

  8. 8 ThreeStarsandaWish Inyourjournal… Listwaysyouareusingformativeassessment toinformyourinstructionalplanning Listthewaysyouarecurrentlydifferentiating instructioninyourclassroom Listtheinterventionsyoucurrentlyuse Starthe3mosteffectiveofthese Writeonespecificwishforideasrelated tothese Partners forMathematicsLearning

  9. 9 ResearchSuggestsStrategies Toeffectivelymeetallstudents’needs… Keepfocusonconceptsandsense-making Useformativeassessmentstrategiesto understandstudents’thinking Maintainhighexpectationsforachievementof learningtargetsforallstudents Useongoingassessmentstoidentifystudents whoneedadditionalsupportorextensions Involvestudentsmoreinself-assessment Useassessmenttomakeflexiblegroupings Partners forMathematicsLearning

  10. 10 FlexibleGroups Flexiblegroupingisahallmarkofa classroomthatmeetsstudentsneeds Groupsarenotstaticbutareever- changingbasedonavarietyofcriteria Responsestotasks Readiness Workhabits Performance StudentInterests andchoices Partners forMathematicsLearning

  11. 11 TypesofGroups Wholeclass Individualwork Teacherdesignated groups Randomgroups Readinessfortasks Likereadiness Differentlevelsof readiness Learningstyles Similar Random Studentinterests Studentchoice Whatotherwaysdo yougroupstudents? Partners forMathematicsLearning

  12. 12 LookingatStudentWork Dailypracticemaybeusedtomake decisionsabouttheneedsofstudents Lookatthestudentworkandtalkatyour tableaboutwhatyouknowaboutthese studentsandtheirknowledge Whatwouldyoudoinawholeclasslesson? Howmightyougroupstudentsbasedonthe work? Bepreparedtoshareyourideas Partners forMathematicsLearning

  13. 13 WholeGroupLessons Wholegrouplessons Providecommonexperiences Exposestudentstoavarietyofthinking Cansupportindividualneedsandstrengths • • • • Usethink/pair/sharestrategy Allowwaittimebeforeresponses Encourageresponsesfromseveralchildren Connectcommentstopreviousspeakers Welearnmuchmoretogetherthanwe canalone Partners forMathematicsLearning

  14. TwoStrategies 14 WholeGroupLessons Havestudentslookatexamplesanddiscuss whicharecorrect,whicharenotandwhy Putsamplesonanoverhead,documentcamera, orwritethemontheboard Besurenostudentnamesareattached Letstudents-notteacher-discusserrors Teacherchooses3or4problemstodiscuss withtheclassandthengivesstudentsan opportunitytosolve3or4similarproblems Partners forMathematicsLearning

  15. 15 ClassDiscussions Classroomdiscussionsprovideinformationfor teachersandbuildsunderstandingamong students Misconceptionssurfacewhichhelpteachersidentify whatstudentsdoandstilldonotunderstand Studentsrealizetheirownlackofknowledgeor understandingwhentheyareaskedtotalkorwrite aboutaconcept Discussionshelpmeetindividualneedswithin wholeclasslessons Partners forMathematicsLearning

  16. 16 ToolsforClassroomDiscussions Teacherre-voiceschild’sstatement “Soyou’resayingthat…” Studentsrestateanother’sreasoning “Canyouputherideaintoyourownwords?” Studentssharedifferentstrategies “Whosolvedtheprobleminadifferentway?” Applyownreasoningtoanother’sreasoning “Doyouagreeordisagree?Why?” Partners forMathematicsLearning

  17. 17 ToolsforClassroomDiscussions Promptingfurtherexplanation “Saymoreaboutthat” Promptingfurtherparticipation “Wouldanyoneliketoaddtohisidea?” Promptingaresponsefromallstudents “Thumbsupifyouunderstandthesolution” Waitbeforeandafterresponses “Takeyourtime…We’llwaitforyoutothink” Waitatleast5-10secondsforstudentstothink Partners forMathematicsLearning

  18. 18 Pre-AssessmentofLearningTargets Pre-tests,pre-assessments,diagnostic assessments Needtobenarrowlyfocusedoncontentin nextinstructionalunit Resultshighlightneedsofstudentswho appearateitherextreme(knowcontentor missalmosteverything) Resultsidentifyareasthatneedmoreorless timefortheclassasawhole Partners forMathematicsLearning

  19. 19 Pre-AssessmentofLearningTargets Pre-Assessmentshelpyouknow: Howfamiliararemystudentswiththisconcept? Whatknowledge,skillsandstrategiesdothey alreadyhavetosupportlearninginthisarea? Whatmisconceptionsdotheyhave? Aretheycomfortablewiththevocabularywithin thistopic? DaceyandLynch,MathForAll:DifferentiatingInstruction,2007 Partners forMathematicsLearning

  20. 20 Pre-AssessmentofLearningTargets Partners forMathematicsLearning

  21. 21 CreatingaPre-Assessment Inyourgradelevelgroupsdeterminea potentiallearningtargetforyourstudentsthat youwilladdressinthecomingweeks Togetherwritea3-4questionpre-assessment forthelearningtargetthatwillallowyouto “takethepulse”ofyourclass Thinkaboutthedifferentkindsofknowledge studentswillusetorespondtothequestions Partners forMathematicsLearning

  22. 22 WhatNext?MakingPlans Pre-Assessmentsmaycauseustochange LearningTargets InstructionalPlans Questionstoaskyourself: Wherearewegoing? Wherearewenow? Howcanwegetthere? ? ? ? ? ? Partners forMathematicsLearning

  23. 23 WhatNext?MakingPlans Learningtargetsforthis pre-assessmentinclude Identificationofangles Comparingandcontrastingpolygons Usingpre-assessments Examinetheresultsofathirdgradepre- assessmentforageometryunit Identifycommonmisconceptionsandgaps inunderstanding Partners forMathematicsLearning

  24. 24 WhatNext?MakingPlans Whatdoyounotice? Isthereawholegrouplessonthatwillbenefit allstudents? Aretherestudentswhoneedspecific interventions? Aretherestudentswhoalreadydemonstrate masteryofthelearningtargets? Howcanalessonbedifferentiatedtomeet theneedsofthesestudents? Partners forMathematicsLearning

  25. 25 WhatNext?MakingPlans “…ourjobistochallengestudents’comfortlevel andthentohelpthemfindtheirnextboundaries. …wetrytoidentifyevidenceforwhatthechild knowsorhasmastered,areaswhereinitialideas areformedbutadditionalexperiencewiththem isneeded,andthoseconceptsandskillsthat requirefurtherscaffoldingoradditionalreadiness development.” DaceyandLynch,MathforAll:DifferentiatingInstruction,2007 Partners forMathematicsLearning

  26. 26 KeepinMind… ZoneofProximalDevelopment Vygotsky(1978),Fleer(1992),Jacobs2001) Student’s Current achievement http://www.learningandteaching.info/learning/constructivism.htm Partners forMathematicsLearning

  27. 27 DifferentiatedInstruction “DifferentiatedInstructionisanorganized, yetflexiblewayofproactivelyadjusting teachingandlearningtomeetstudents wheretheyareandhelpallstudents achievemaximumgrowthaslearners.” CarolAnnTomlinson(1999).HowtoDifferentiateInstruction inMixed-abilityClassrooms.Alexandria,VA:ASCD Partners forMathematicsLearning

  28. 28 DifferentiatedInstruction        Flexiblegroupings Scaffolding TieredAssignments Choices/Anchors/Menus LearningContracts Compacting Pre-teachingand Mini-lessons Partners forMathematicsLearning

  29. 29 ScaffoldingLearning Scaffoldsarestructuresputinplaceto allowstudentstobesuccessfullearners ofmathematics Scaffoldinggiveschildrenopportunities toaccomplishtasksthat theywouldbeunableto completealone Partners forMathematicsLearning

  30. 30 ScaffoldingLearning Teacherbecomesacoach– helpingallchildrenreachtheirpotential Scaffoldinglearningisguidingthestudent towardthekindofthinkingthatis necessarytodothetask,nottoward onespecificstrategyoranswer Scaffoldinglearningdoesnotmean replacingstudentthinkingwithteacher thinking Partners forMathematicsLearning

  31. 31 ScaffoldingLearning Scaffoldsmay Includequestionsthatleadstudentstobe moresystematicorlogical Encouragestudentstogobeyondtheirlevelof comfortandunderstanding Helpdevelopstrategiesexplicitlyforworking withnewmathematicalcontentandactivities Connectnewlearningtopriorknowledge Partners forMathematicsLearning

  32. 32 Scaffolding:Questions 2 Task:Shadeofthisset: 3 Teacher:Whatisthis taskaskingyoutodo? Whatdoyoualready knowthatwillhelp? Partners forMathematicsLearning

  33. 33 Partners forMathematicsLearning

  34. 34 Scaffolding:Questions 2 Task:Shadeofthisset: 3 Thestudentresponds byshadingasshown Teacher:Showme howwhatyoushaded represents2/3ofthe set Partners forMathematicsLearning

  35. 35 Scaffolding:Questions 2 Task:Shadeofthisset: 3 Studentshades secondgroup Teacher:Howdoyou knowthatyouhave 2 3 Partners forMathematicsLearning shadedoftheset?

  36. 36 Scaffolding:Questions 2 3 Teacher:Howmany 2 3 Partners forMathematicsLearning Task:Shadeofthisset: circlesareinof theset?

  37. 37 Scaffolding:GraphicOrganizers Howareasquareandarectanglealike anddifferent? Alike Different WordBank Partners forMathematicsLearning

  38. 38 Scaffolding:GraphicOrganizers TogetherToddandKerriearned28pointsinthe basketballgame.Toddearned3timesasmany pointsasKerri.HowmanypointsdidToddearn? Partners forMathematicsLearning

  39. 39 Scaffolding:GraphicOrganizers TogetherToddandKerriearned28pointsinthe basketballgame.Toddearned3timesasmany pointsasKerri.HowmanypointsdidToddearn? 28 Todd Kerri Partners forMathematicsLearning

  40. 40 Scaffolding:GraphicOrganizers Timhad$1.00incoins.Hehad15coinswhich wereonlydimesandnickels.Howmanyofeach kindofcoindidhehave? WorkSpace: dimes nickels Partners forMathematicsLearning

  41. 41 Scaffolding:VaryProblemStructures Seandrove120milesandstoppedforlunch. Thenhedroveanother180milesbeforehe reachedhisdestination.Howmanymilesdid Seandrive? Whatdoweknow? Whatarewetryingtofindout? 120+180=? Partners forMathematicsLearning

  42. 42 Scaffolding:VaryProblemStructures Seandrove120milesandstoppedforlunch. Thenhedrovesomemore.Bythetimehe gottohisdestination,hehaddriven300 miles.Howmanymilesdidhedriveafter lunch? Whatdoweknow? Whatarewetryingtofindout? 120+?=300 Partners forMathematicsLearning

  43. 43 Scaffolding:VaryProblemStructures Seandroveforawhilebeforehestoppedfor lunch.Afterlunchhedrove180milesto reachhisdestination.Whenhegottherehe haddriven300miles.Howmanymilesdid Seandrivebeforelunch? Whatdoweknow? Whatarewetryingtofindout? ?+180=300 Partners forMathematicsLearning

  44. 44 Scaffolding:VaryProblemStructures Seandrove120milesandstoppedforlunch.Thenhedroveanother 180milesbeforehereachedhisdestination.HowmanymilesdidSean drive? Seandrove120milesandstoppedforlunch.Thenhedrovesome more.Bythetimehegottohisdestination,hehaddriven300miles. Howmanymilesdidhedriveafterlunch? Seandroveforawhilebeforehestoppedforlunch.Afterlunchhedrove 180milestoreachhisdestination.Whenhegottherehehaddriven 300miles.HowmanymilesdidSeandrivebeforelunch? Howdoesvaryingtheorderinwhichyou givestudentsproblemsprovidesupport forstudents? Partners forMathematicsLearning

  45. 45 Scaffolding:VaryProblemStructures Set1 Set2 Total Partners forMathematicsLearning

  46. 46 Scaffolding:VaryProblemDifficulty Seandrove(60,120,3407)mileslastyear onhisvacation.Hedrove(93,180,2159) milesonthisyear’svacation.Howmany milesdidSeandriveonbothvacations? Teachersmaydirectwhichnumberstouse Studentsmaychoosenumberstouse Whatconversationsmightstudentshave whenyouusethistypeoftask? Partners forMathematicsLearning

  47. 47 Scaffolding:UsingModels Modelsandrepresentationshelpstudents Makesenseofmathematics Organizetheirthinking Justifytheirresponses Communicatetheirideas Creatementalimagesofmathematical ideasthattheycanuseinsolvingproblems Partners forMathematicsLearning

  48. 48 ScaffoldingLearning Allchildren-evenourmostadvanced students-shouldbechallengedtostruggle withtasksthatrequiresomesupportto accomplish Supportthroughgraphicorganizers Supportbyworkingwithapartner Supportbyworkinginagroup Challengesshouldinvolvemeaningful mathematicstodevelopdepthofthinking Partners forMathematicsLearning

  49. 49 TieredAssignments Tieredactivitiesorlessons Aseriesofrelatedtasksofvaryingcomplexity Relatetoessentialunderstandingsandkey skillsthatstudentsneedtoacquire Assignedasalternativewaysofreachingthe samegoalstakingintoaccountindividual studentneeds Canutilizealternativetasksintextbooks Partners forMathematicsLearning

  50. 50 ProcessofTieredAssignments Identifythelearningtarget Formgroupsbasedonassessments Planameaningfulactivityforeachgroup dependingonthestudents’needs Partners forMathematicsLearning