Math Facilitator MeetingApril 2, 2014 Please sit by network.
GOALS:In order to develop mathematically proficient students, we will: • Continue to deepen our understanding of the practice and content standards in the MCF 2011; • Articulate how BPS curricular resources support implementation of the standards; • Examine the purposes and process of formative assessment’ and • Support communication among networks, district staff, school leaders, and classroom teachers.
Objectives To examine Strategies 4 and 5 for formative assessment: • Activating students to be learning resources for one another • Activating students to be owners of their own learning To learn about and prepare for the April Performance Based Tasks To learn about recent MQI research To consider re-engagement strategies for students To celebrate our successes together
Agenda • Feedback Circle • Focus on Strategies 4 and 5 • April PBT • Lunch • MQI Results • Re-engagement Artwork: Andy Warhol
Star Constellation Find a partner that is from a different grade level. (Kindergarten and 1st grade will be working together.) Find 2 partners to create a triad which includes 3 different grade levels.
Feedback Jot down ways that you have implemented the strategy of feedback at your school, either with colleagues or with your students. What has been successes or challenges?
In what ways have you implemented the strategy of feedback? Work in groups of 4 at your table. Assign facilitator and timekeeper. Begin with 2 minutes of personal think time. Feedback Circle Protocol: • Presenting (2 minutes) • Clarifying questions (1 minute—only if needed) • Receive feedback (4 minutes) • Presenter reflection (1 minute) • Repeat with all participants • Group reflection and debrief (5 minutes)
Find 2 partners to create a triad which includes 3 different grade levels.Share an insight with your constellation partners.
Read again: Five Key Strategies for Formative Assessment Review first three strategies. Do a close read of strategies 4 and 5.
Video of High School ClassroomMP3: Constructing a Viable Argument What do you see, what do you hear? In what ways did what you heard and saw connect to our work with formative assessment?
Circle Problem On post-it notes: Identify places where you got stuck or were challenged. What did you do to help yourself move forward?
Three-Step Interview: Activating Each Other as Learning Resources Round- Robin A B C D 2.5 minutes 2.5 minutes 10 minutes
Three-Step Interview Directions Form elbow pairs. Step 1: A interviews B while C interviews D. Step 2: Reverse: B interviews A while D interviews C. Interview Questions • How did you get started? • What helped you make sense of the problem? • Where were you stuck or challenged? • What did you do to help yourself move forward? Step 3: Round-robin Share one thing you learned from talking to a peer.
Activating Self and Peers as LearnersSelf and Peer Assessment ExcerptC • ‘Close read’ an excerpt from “Journey to Excellence”. • Share thoughts about why self and peer assessment are important. • How might you use Two Stars and a Wish and Pairs Check in your classroom as techniques to activate peers as Instructional Resources for one another? • Add to your T chart any new ideas you have for Activating Self and Peers as Learners.
Performance Based Tasks
April Performance-Based Tasks Timeline: Tasks will be disseminated to all schools by April 4th. Teachers will have until Friday, April 18thto administer the tasks with their students, and submit the student data tables.
Do The Math • Individually (15 minutes) • Do the Math at your Grade Level • Use graphic organizerto capture ideas regarding content knowledge and skills necessary • As a table (20 minutes) • Consult MCF 2011 and Rubrics • Refine list and chart the content knowledge and skills necessary
Do The Math of Other Grade Levels Try the math at other grade levels. Begin with the grade level of your constellation partners. Jot down ideas regarding content knowledge and skills required for the task.
Find your constellation partners. Consult with each other about the content knowledge and skills required for the task.
Do the Math • Do the math problem Meet with your star partner: • Share strategies • What is the mathematics? • Consult MCF and PBT rubrics
Getting Started • Return to table and identify expectations.
Gathering Information When referring to student work, be sure to clearly identify which student you are talking about. What did the student do to solve this problem? What do you see in the work itself? Talk about the work, not the student. Use phrases like, "I notice", "I see,” "This student work has...”
Interpret the work • Interpret student work and provide evidence to support your interpretation. • What does the student know? • What might the student be confused about? • What questions might you ask to learn more?
Conveyor Belt Choose your question: What is a question about the math facilitator work with formative assessment? What is your own question that you would like to ask other math facilitators?
Graffiti WallPlease write on the chart paper. 1. How has your thinking about formative assessment changed over the course of the year? • I used to think… • But now I think… 2. Anything else?