1 / 37

2013 Mathematics Standards of Learning Institutes

2013 Mathematics Standards of Learning Institutes. Analyzing and Modifying Assessments. Examining How We Assess in K-2. Learning Outcomes. analyze a variety of assessments modify existing assessments to raise the level of cognitive demand

cianna
Download Presentation

2013 Mathematics Standards of Learning Institutes

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. 2013 Mathematics Standards of Learning Institutes Analyzing and Modifying Assessments Examining How We Assess in K-2

  2. Learning Outcomes • analyze a variety of assessments • modify existing assessments to raise the level of cognitive demand • modify existing resources to promote problem solving Participants will be able to

  3. Learning Outcomes • examine how we assess • explore when we assess • determine the relationship between instruction and assessment Participants will be able to

  4. Assessment How do we assess? What does assessment look like in a K-2 setting?

  5. When our students leave us they might be asked to…

  6. Characteristics of Rich Mathematical Tasks High cognitive demand (Stein et. al, 1996; Boaler & Staples, 2008) Significant content(Heibert et. al, 1997) Require justification or explanation (Boaler & Staples, in press) Make connections between two or more representations (Lesh, Post & Behr, 1988) Open-ended (Lotan, 2003; Borasi &Fonzi, 2002) Allow entry to students with a range of skills and abilities Multiple ways to show competence (Lotan, 2003)

  7. So, who is responsible? Math 3.5 The student will recall multiplication facts through the twelvestable, and the corresponding division facts.

  8. We ALL are! So how do we get there? What mathematics do you teach to support SOL 3.5? What did you write for K?

  9. Garbage How to play… • 1-3 player game • Materials: Count by 5 cards - 5 to 50 or 55 to 100 • Directions: • Each person picks 10 cards from the pile and lays them face down to look like a ten frame. • The rest of the cards stay in the stack. • Player 1 draws another card from the pile and figures out where it would go in the 10 frame. Say it to Play It! Player must tell how they know where it goes. Play continues until player has a repeat. Player then says “Garbage” and places card in the discard pile face up. • Player 2 begins. • The goal is to be the first player to have all your cards face up and in sequence.

  10. Garbage How does this activity connect to the standards? How would you assess your students’ understanding? What does it tell us? PLAY!

  11. Math Instruction Everything you do in mathematics needs to be deliberate and purposeful.

  12. Garbage Share and Reflect • How does this activity connect back to the standards? • K.4 • 1.2 • 2.4 • 3.5 • Does it address all the Essential Knowledge and Skills of each of these standards?

  13. Garbage Complete our assessment How did we assess your understanding? What does it tell us? How can we make it better?

  14. When did we assess?When should assessment take place? Assessment

  15. Does assessment always have to look the same?

  16. Assessment Template

  17. Break

  18. Bears in Caves • 2 players • Materials • Counting bears (6-10) • Cave - upside down cup or bowl • Directions: • Players agree on the number of bears to use. • Player 2 closes their eyes. • Player 1 hides “some” of the bears in the cave (under the cup) and puts the others in his/ her hand. • Player 2 open there eyes, looks at the bears NOT in the cave, and uses that information to tell how many bears are in the cave. • Player 1 lifts the cave and the two players see how many bears are in the cave. • Students state a math sentence to tell about the bears. 5 in the cave and 2 out make 7, 5+2=7 or 7 bears in all, 2 were out of the cave so 5 are in the cave. • Switch jobs and repeat.

  19. Assessment Template

  20. Assessment Recap and Reflection What have we done today? How will this change what you do in your classroom? How will you share what you’ve learned?

  21. 2013 Mathematics Standards of Learning InstitutesModifying Mathematical Tasks to Promote Problem Solving

  22. Dan Meyer: Math class needs a makeover (12 min)

  23. Many thanks to the Shell Center, UC Berkeley, and the University of Nottingham for their extraordinary work with quality mathematics assessment and for providing these free resources. LINK

  24. Promoting Problem Solving and Critical Thinking Do the Task • Solve the task – “Organizing a Table Tennis Tournament” individually • While you are solving, list the mathematical or problem-solving decisions that are being made for students.

  25. Promoting Problem Solving and Critical Thinking Reflect on the task • Discuss your methods for solving • Discuss the decisions that are being made for students

  26. Promoting Problem Solving and Critical Thinking Revise the Task • With your group, discuss how the task could be revised to return decision-making to students. • Record your group’s revisions. Be able to justify. • Share your group’s revisions and why individual revisions were made

  27. Break

  28. Decisions being made for students Students are told • How to code the players (A, B, C, D, etc.) • To list all the matches that need to be played • How to systematically organize these matches • How to tabulate the order of play • To remember that players cannot play on two tables at once

  29. Structured vs. Unstructured Compare and Contrast • Compare and contrast your group’s less-structured version of the task with the version on the next slide.

  30. Less-structured version

  31. Promoting Problem Solving and Critical Thinking Video Analysis • Watch the video. • How did the teacher introduce the task? • Why were students asked to work in small groups? • How did the teacher support struggling students? • How did the teacher encourage sharing of approaches and strategies?

  32. Remodeling at K-2 Joey had 50 cents in his piggy bank. He had fewer than 10 coins. What are 3 possible combinations of coins that Joey could have?

  33. Promoting Problem Solving and Critical Thinking Reflect • What would be the benefits of using more unstructured tasks? • What challenges might teachers and students face when using unstructured tasks?

  34. Promoting Problem Solving and Critical Thinking Reflect • Review Handout – “Practical advice for teaching problem solving” • What do you notice? • What do you wonder? • What would you add to this list?

  35. Learning Outcomes Participants will be able to • analyze assessments for: • SOL alignment • Level of cognitive demand • Format • modify existing assessments to raise the level of cognitive demand • modify existing resources to promote problem solving

  36. Connecting Assessment to Instruction Group Discussion • How will the assessment analysis and modification work today impact planning, instruction, and assessment?

  37. Professional Development Resources • Online professional development modules will be provided on the VDOE Mathematics Web site • 2 modules with 7 parts total, broken into 45-min segments • Facilitators guide, all necessary documents • Options for delivery • grade-level/subject area teams to work through professional development in their learning community meetings • division-wide professional development

More Related