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Internet password: aea8success Conceptbasedinstruction.weebly

Internet password: aea8success Conceptbasedinstruction.weebly.com Note: Today is the last day to register for credit, either online or via paper form; see “ conceptual units rubric ” on weebly Annette Louk: alouk@plaeaorg Leslie Moore: lmoore@plaea.org Christine Wells: cwells@plaea.org.

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Internet password: aea8success Conceptbasedinstruction.weebly

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  1. Internet password: aea8success Conceptbasedinstruction.weebly.com Note: Today is the last day to register for credit, either online or via paper form; see “conceptual units rubric” on weebly Annette Louk: alouk@plaeaorg Leslie Moore: lmoore@plaea.org Christine Wells: cwells@plaea.org

  2. Welcome! Day 2: writing Concept-Based math UnitsSeptember 29, 20149:00-3:00

  3. Today’s Outcomes: • Understand that your unit fits into a larger context for the year • Understand that Stage 1 is foundational to the entire unit • Revise/Edit Stage 1 - Desired Results • Create common understanding of Stage 2: Acceptable Evidence • Complete Stage 2 of your unit

  4. Why is this important work?Why are we doing this? • When we understand effective unit design, we can make more informed choices about the curriculum, assessment and instruction we utilize to increase student learning • Effective unit design includes alignment of curriculum, assessment, and instruction is essential to maximize student learning • When the enacted CIA gets closer to the intended CIA, students get closer to the desired expectations for learning

  5. How have other states organized their curriculum? • Georgia – see sample Kindergarten curriculum map on Weebly (“ccgps_math_kindergarten”) • Pennsylvania • New York • Massachusetts • North Carolina • Maryland • Delaware This is work that should be done in your district. If you need assistance, have your principal contact us!

  6. Stage 1 Review-Desired Results What do we want students to know, do, & be like? • Knowledge (facts) • Skills/Processes • Understandings (big ideas/generalizations) • Habits of Mind (Standards of Mathematical Practice) • Transfer Goals (what can transfer into life?) Learning Goals and Clarity (3:46) https://www.pd360.com/#resources/videos/7542

  7. What makes Stage 1 quality? • Review the rubric related to Stage 1 • Consider this criteria when you are revisiting Stage 1 in your unit

  8. Stage 1 Unit feedback • We provided feedback to the best of our ability, but we weren’t in your conversations and are learning along with you. Please be patient with us! • Please consider the feedback in the spirit in which it if offered…as things to consider as you continue this process, not as the only right or correct answer! • Review the comments, consider their value, and decide as a team if you want to make revisions

  9. Your collaborative unit… • Review the desired results in Stage 1 of your unit, apply the criteria from the rubric, and look at any feedback from us • Using the rubric and feedback, decide on and make any desired changes ========================================= When finished with Stage 1, consider Stage 2- Acceptable Evidence: • Assessing your transfer goal: In your small group brainstorm a performance task that would measure that transfer goal. How might you know the degree to which students attained that goal?

  10. Your Unit description • Unit Description: An engaging summary paragraph to introduce students to the unit work 5th Grade Math Example: By now, you probably realize that all situations do not revolve around whole numbers.  Fractions are a part of everyday life, too.  Imagine you are at a birthday party with 6 other friends and you will all share a cake that is sliced into 21 pieces.  How could the party parent use equal sharing to serve the birthday cake among you?  By the end of this unit you will learn how to share and partition things like food, objects, space, and other important things into equal parts. • Revisit/develop your unit description & title

  11. Break • When you come back from break, your group should have Stage 1 revised, along with a complete unit description.

  12. STAGE 2: Acceptable evidence Essential Questions: • What evidence and level of performance will we accept that students have achieved the desired results we identified in Stage 1? • What makes a quality performance assessment of student learning and how do you design one? • How does formative assessment support student mastery of Stage 1 learning goals?

  13. Jay McTighe on assessment Five Principles of Effective Classroom Assessment (4.28) https://www.pd360.com/#resources/videos/7541 Share 2-3 important ideas from the video you want to be characteristic of your collaborative unit

  14. Think time! • What are some purposes of assessment? • How does the purpose of an assessment determine its format?

  15. The assessment framework Methods of Assessment (5:24) https://www.pd360.com/#resources/videos/7543 Using the worksheet, refer to the list of assessment methods and identify which are most effective for measuring mastery of your Stage 1 transfer goal, understandings, knowledge, skills, and Standards for Mathematical Practice.

  16. Two types of assessment purposes • Summative – performance assessment task at the end of the unit that indicates mastery of standards • Formative – used throughout the unit to help guide teacher and student learning

  17. Taking assessments to task https://www.pd360.com/#resources/videos/7544(3:46)

  18. Second Grade Performance Task: Goal: Congratulations! You have just gotten a job at the Franklin Park Zoo as Head Zoo Keeper. One of your responsibilities is to order food for the animals. Different animals require different amounts of food and it needs to be ordered on different schedules so it won’t spoil. You need to figure out how much to order so that there will be enough, but not too much. Be sure to show how you solved the problem. Good Luck! Role: You are a Zoo Keeper. Audience: You will send orders to the suppliers of food for the animals. Ultimately, you need to keep the animals healthy and happy as well as the director of the zoo. Situation: You have the following animals to feed and order forms that need to be filled in. Penguins: The 80 penguins eat a total of 504 pounds of fish each week. Week One: • Currently there are 282 pounds of fish in the freezer. • How many pounds of new fish should you order to feed the penguins for week one? Week One Order: _________ pounds of fish

  19. Your principal has asked for your help. Propose a daily schedule for the 5 ½ hours of school. Using the time requirements below, create a schedule that also incorporates two more periods for science/social studies and specials (Art/music/PE). • Prepare a detailed schedule identifying the fraction of the school day that is spent on each subject. • Be sure to justify your schedule. • Create a visual model that shows fractional part of each day that is used for each subject. • Show your calculations so that each fractional piece added together would equal the 5 ½ hours of the day. (Remember to use equivalent fractions and other strategies to help you add fractions with unlike denominators.) Your task is to assist the principal to figure out a new school schedule. The principal needs to get approval from the superintendent to make these changes and to prove that there is enough time in the 5 ½ hour day to do everything.

  20. Performance tasks should… • Be evidence of mastery of the transfer goal • Be engaging • Increase student motivation • Require high level thinking • Require the use of Standards for Mathematical Practice • Connect to the essential understandings • Reflect the most important KUDs of the unit: • Knowledge • Understanding • Do (Skills) • Be authentic and real-world

  21. performance assessment • What is the EVIDENCE of knowledge, understanding, and skills within this performance? • How does the performance tie back to the UNDERSTANDING(generalization)? • What makes the performance task AUTHENTIC? • What CRITERIA will be applied to judge performances? What rubrics will be used? • How will students REFLECT upon and self-assess their learning?

  22. Using G.r.a.s.p.s. to create performance tasks https://www.pd360.com/#resources/videos/7545 (3:09)

  23. Creating Authentic Tasks Using your transfer goal, create/identify a task with a role, audience, situation, and performance challenge that assesses mastery of the transfer goal • What is the Goal in the scenario? • What is the Role? • Who is the Audience? • What is your Situation (context)? • What is the Performance challenge? • By what Standards will work be judged in the scenario? G R A S P S

  24. Assessing Understanding The only way to assess for understanding is by contextualized performance - “applying” knowledge and skill, wisely and effectively Performance is more than the sum of the drills: using only conventional quizzes and tests is insufficient and as misleading as relying only on sideline drills to judge athletic performance ability

  25. Sources of performance tasks • Exemplars.com • Illustrativemathematics.org • Defined STEM – create account; need passcode • Georgia: https://www.georgiastandards.org/Common-Core/Pages/Math-K-5.aspx • http://fcit.usf.edu/math/resource/perftasks.html • http://www.livebinders.com/play/play/187117

  26. Characteristics of Effective Instruction (CEI) • Student-centered • Teaching for Understanding • Assessment for Learning • Rigor and Relevance • Teaching for Learner Differences

  27. Assessment for learning brief • Open the Weebly file “assessmentforlearning_brief1” • Read the first page from Iowa’s brief on AfL. • What rings true for you? • Discuss any questions among your team.

  28. Formative assessment • Read the National Council of Teachers Mathematics (NCTM) Position Paper on Formative Assessment (formative_assessment_nctm positionpaper) • Choose 2-3 sentences you believe are the most significant points from the statement. Read them to the group and state why you think they are important. • How do you use formative assessment with your students? • How do you identify the important pieces of the learning progressions to formatively assess?

  29. Formative assessment – try it! • My Favorite “No” - https://www.teachingchannel.org/videos/class-warm-up-routine

  30. Think-pair-share What is the difference between using assessment for a formative purpose and checking for understanding?

  31. Working on Your unit… As a unit writing team, identify specific assessments of your desired results that you will use for a formative purpose. Don’t forget student self-assessment!

  32. Closure • Please complete the online feedback survey at conceptbasedinstruction.weebly.com • Be sure your team members all have the latest version of your unit • Please send your revised unit to either: • (K-1) Leslie Moore: lmoore@plaea.org • (2-3) Chris Wells: cwells@plaea.org • (4-6) Annette Louk: alouk@plaea.org Thank you so much for your participation today!  See you on November 17!

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