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Partners for Mathematics Learning

Partners for Mathematics Learning

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Partners for Mathematics Learning

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  1. 1 PARTNERS forMathematicsLearning FormativeAssessmenttoSupportStudentLearning Module1 Grades6-8 LearningTargets Partners forMathematicsLearning

  2. 2 ClassroomAssessment Inyourjournalrespondtotheseprompts: Whatareyoumostpleasedaboutinyour classroomrelatedtoformativeassessment (understandingyourstudents’thinking)? Whatareyoumostinterestedinimproving orchanging? Whatspecificquestionsdoyouhave? Partners forMathematicsLearning

  3. 3 WritingForYou Yourjournalsarefor Responsestopromptsthatwillbegiven throughoutthesemodules Notesthatyouwanttotakeduringthe modules Ideasthatyouwanttotakebacktoyour classroom Keepthemforreferencebetweenmodules Partners forMathematicsLearning

  4. Assessment 4 To
Evaluate
Knowledge… o
Transparent o
Appropriately
Used To
Inform
Instruc%on… o
Centralized
Benchmarking Tool o
SystemaBc
FormaBve Assessment
PD
Modules Built
on
what
is
most important
for
students
to learn
in
the
21st
century Partners forMathematicsLearning Summatve (Statewide) Benchmark

 (Classroom,
School,
 District) Formatve
Assessment (Classroom) Essental
Standards

  5. 5 FormativeAssessment “Formativeassessmentisaprocessusedby teachersandstudentsduringinstruction thatprovidesfeedbacktoadjustongoing teachingandlearningtoimprovestudents’ achievementofintendedinstructional outcomes.”(CCSSOFASTSCASS,2006) Partners forMathematicsLearning

  6. 6 Inotherwords… FormativeAssessment Isaprocessofgatheringevidence aboutstudents Shouldguideinstruction Shouldnotbedonetostudents;rather,it shouldbedoneforandwithstudents,to guideandenhancetheirlearning Partners forMathematicsLearning

  7. 7 OverviewofModules Module1:LearningTargets Module2:QuestioningandTaskSelection Module3:InferencesandFeedback Module4:MakingStudentsActivePartners Module5:DecisionsaboutNextSteps Module6:CollaborationAroundAssessment Partners forMathematicsLearning

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

  9. 9 AssessmentCycle Cycle: Whatisitweexpectstudentstolearn? Howaretheygoingtolearnit? Howwillweknowtheyhavelearnedit? Howwilltheyknowtheyhavelearnedit? Howwillwerespondwhentheydoorwhen theydon’tlearnthecontent? Partners forMathematicsLearning

  10. 10 MathTask 30%of70 Explainwhatthismeansinwords Createamodeltoillustratethisproblem Writeawordproblemtomatchthis expression Partners forMathematicsLearning

  11. 11 StartingTheCycle ThefirststepintheTeaching-Learning Cycle: Havingclearlearningtargets Inotherwords,thefirststepinthe AssessmentCycle: Knowingwhatweexpectstudentstolearn Partners forMathematicsLearning

  12. 12 essentialquestions LearningTargets Alsoknownas… objectives benchm arksforlearning learningprogression stan learning outcomes dards goals Partners forMathematicsLearning

  13. 13 LearningTargets “Assessmentshouldreflectthe mathematicsthatallstudentsneedto knowandbeabletodo,anditshould focusonstudent’sunderstandingaswell astheirproceduralskills. Teachersneedtohaveaclearsenseof whatistobetaughtandlearned,and assessmentshouldbealignedwiththeir instructionalgoals.” (PSSM,NCTM,2000) Partners forMathematicsLearning

  14. 14 LearningTargets Statementsofintended studentlearningoutcomesforalesson includingmathematicalfacts,concepts, relationships,procedures,andstrategies, thatcomefrom TheNCMathEssentialStandardsandClarifying Objectives TheNCTMProcessStandards TheCommonCoreStateStandards Theteacher’sunderstandingofthestudent’sneeds Partners forMathematicsLearning

  15. 15 LearningTargets Achievementexpectationsforstudentson thepathtowardmasteryofastandard Shorttermgoalsofalesson Shouldbeunderstoodbyteachersand students(kid-friendlyandmathematically accurate-“Ican…”statements) Needtobeformativelyassessedto monitorprogresstowardstandard (ModifiedfromUnderstandingbyDesign,Wiggins&McTighe) Partners forMathematicsLearning

  16. 16 LearningTargets Planningshouldbeginwithidentifyingwhat istobelearned;establishingandsetting clearlearningtargets Consider: Whatstudentsneedtolearn Howstudentslearn Individualinterestsandworkhabits Possiblemisconceptions Priorknowledgerequired Partners forMathematicsLearning

  17. 17 IdentifyingLearningTargets RefertotheLearningTargetsHandout StepOne:ChooseanEssentialStandardand correspondingClarifyingObjective StepTwo:Identifypotentiallearningtargets thatyouthinkaremostcloselyassociated withtheClarifyingObjectiveyouhavechosen Whatdostudentsneedtolearn? Howwillstudentslearn? Whatpossiblemisconceptionsmightarise? Whatpriorknowledgeisrequired? Partners forMathematicsLearning

  18. 18 UsingBloom’sTaxonomy RefertohandoutStepThree:Relate PotentialLearningTargetstoBloom’s Taxonomy Whatdoesthetaxonomysayweask studentstodowhenweaskthemto “List”? “Explain”? Howareactionswithinthetablelabeled? Partners forMathematicsLearning

  19. 19 IdentifyingLearningTargets StepThree:Relatethelearningtargetsto typesofknowledgeintheRevisedBloom’s Taxonomy Avoidexposingstudentstojustfactualor proceduralknowledge Increaserigoranddepth ofstudentthinking Partners forMathematicsLearning

  20. 20 AProcessForPlanning Thesethreestepsarenotsuggestionsfor thingstodoinadditiontobeginningto planlessons Theyareideasforawaytobeginto planlessons Partners forMathematicsLearning

  21. 21 NowIt’sYourTurn… SelectoneEssentialStandardandone correspondingClarifyingObjectiveatyour gradelevel Identifythepotential learningtargetsrelated totheStandardand Objective Partners forMathematicsLearning

  22. 22 Student-FriendlyMath Besureyourpotentiallearningtargetscan fitwithinastudent’s“Ican…”statement! Besureyourtargetsusecorrect mathematicallanguage Thinkofthemathematicallanguage ourstudentsmustunderstand! Partners forMathematicsLearning

  23. 23 NowIt’sYourTurnToReflect Writeinyourjournalabouttheprocessof generatinglearningtargetsfrombroader mathematicalgoals Onceyouandyourneighborhavefinished writing,shareyourthoughts Partners forMathematicsLearning

  24. 24 StepThree–Bloom’s Partners forMathematicsLearning

  25. 25 ImportanceofLearningTargets Howdoteachersknowiftheirstudents havelearnediftheydon’tknowclearly whatthelearningtargetsare? Learningtargetstellusnotonlywherewe shouldgobutalsowhenwehavearrived Partners forMathematicsLearning

  26. 26 FocusedLearningTargets Broad,year-longgoals Unitgoalsforweeksormonths Specificlearningtargetsfordailylessons Partners forMathematicsLearning

  27. 27 AssessingDifferentTypesofTargets     MathematicsFacts MathematicsSkillsandProcesses MathematicalReasoningandProof MathematicalStrategies,Problemsolvingand Application MathematicsConcepts PersonalAttitudes,ConfidenceandCompetence Useyourexistinglisttoidentifyexamples ofeachtypeoflearningtarget Partners forMathematicsLearning

  28. 28 LearningTargetExample OnJake’sfootballteam,1/3oftheplayers ridetheirbiketopracticeand25%are drivenbytheirparents.Theremaining15 playerswalktopractice. Howmanymembersareonthefootball squad? Solvetheprobleminyourjournal Partners forMathematicsLearning

  29. 29 LearningTargetExample OnJake’sfootballteam,1/3oftheplayers ridetheirbiketopracticeand25%aredriven bytheirparents.Theremaining15players walktopractice. Howmanymembersareonthefootball squad? Whatlearningtargetscouldbeassessed usingthistask? Partners forMathematicsLearning

  30. 30 LearningTargetExample OnJake’sfootballteam,1/3oftheplayersridetheir biketopracticeand25%aredrivenbytheirparents. Theremaining15playerswalktopractice. Howmanymembersareonthefootballsquad? Howcouldthistaskbealteredinorder toassessadditionaltypesoflearning targets,otherthanthecontentandskill targetsmentioned? Partners forMathematicsLearning

  31. 31 InfluenceofLearningTargets Whichofthecategoriesoflearningtargets aremostoftenusedbyteachers? Whichofthecategoriesoflearningtargets areleastoftenusedbyteachers? Howdoesthisinfluencethetypeof instructionandmathematicalcontentwe presenttostudents? Howdoesthisinfluencethewayswe assessstudentlearning? Partners forMathematicsLearning

  32. 32 BackToTheMathTask 30%of70 Explainwhatthismeansinwords Createamodeltoillustratethisproblem Writeawordproblemtomatchthis expression Whatlearningtargetscouldbeassessed usingthistask? Partners forMathematicsLearning

  33. 33 CreatingaTask Createaninstructionaltasktomatchone ormoreofthelearningtargetsthatyou createdearlierforyourgradelevel Howwouldyouimplementthistaskinyour classroomtoformativelyassessstudents? Partners forMathematicsLearning

  34. 34 ImportantToConsider-Mastery Forteachers: Howlongwillittakestudentstomasterthelearning target? Whatdoesmasteryofagivenlearningtargetlooklike? Howwillstudentsknowtheyhave masteredthelearningtarget? Forstudents: Whatdoesmasteryofagivenlearning targetlooklike? HowwillIknowthatIhave masteredthelearningtarget? Partners forMathematicsLearning

  35. 35 ClassroomView:LearningTargets Watchthevideoofateacherusing formativeassessmentduringalesson Watchandlistenfor Specificlearningtargetforthelesson Teacherresponsestostudents Levelofstudentknowledgeorunderstanding Adjustmentsmadetotheteachingplan Partners forMathematicsLearning

  36. 36 ClassroomView:LearningTargets Whatwastheteacher’sintendedlearning targetforthislesson? Whatdidtheteacherlearnaboutthe studentsasshetalkedwiththemduring thelesson? Howmightthisinformationchangewhat shedecidedtodonext? Partners forMathematicsLearning

  37. 37 Reflection Inyourjournal,brainstormwaysthatyou mightsharelearningtargetswithboth studentsandparents Howdoyouseelearningtargetsimpacting yourclassinstructionandassessment? Partners forMathematicsLearning

  38. 38 PuttingItToPractice Inpreparationforthenextmeeting Chooseaunityouareabouttoteachandlist potentiallearningtargetsforthatunit Determinewhichtargetswillbeaddressed withalessonorlessonsandsharethesewith yourstudentsandtheirparents Bepreparedtoreportbacktothegroup •Whatyoudid? •Howyoudidit? •Anyimpactithad? Partners forMathematicsLearning

  39. 39 NextSteps Oncelearningtargetshavebeenidentified: WhatamIgoingtodoinstructionally? WhattypesoftaskswillIuseforassessment? HowwillIhelpstudentsknowwhattheyare expectedtolearnandwhatwillbeassessed? HowwillIhelpstudentstakeresponsibilityfor theirownlearning? WhatwillIdoifstudentsdemonstratealackof understanding? Aretherewaysthatmycolleaguescanhelpme? Partners forMathematicsLearning

  40. 40 DPIMathematicsStaff ChiefConsultant ReneeCunninghamKittyRutherford RobinBarbourMaryH.Russell CarmellaFairJohannahMaynor AmyScrinzi PartnersforMathematicsLearningisaMathematics-Science PartnershipProjectfundedbytheNCDepartmentofPublic Instruction.Permissionisgrantedfortheuseofthesematerialsin professionaldevelopmentinNorthCarolinaPartnerschooldistricts. Partners forMathematicsLearning

  41. 41 PMLDisseminationConsultants JuliaCazin RuafikaCobb AnnaCorbett GailCotton JeanetteCox LisaDavis RyanDougherty TriciaEssick TeryGunter BarbaraHardy KathyHarris RendyKing ReneLemons-Matney TinaMcSwain MarilynMichue KayonnaPitchford RonPowell SusanRiddle AlisanRoyster JudithRucker PennyShockley PatSickles NancyTeague JanWessell DanWicks CarolWilliams StacyWozny Partners forMathematicsLearning

  42. 42 PartnersStaff JeaneM.Joyner,Co-PI&ProjectDirector FredaBallard,Webmaster AnitaBowman,OutsideEvaluator MeghanGriffith,AdministrativeAssistant TimHendrix,Co-PIandHigherEd BenKlein,HigherEducation KatieMawhinney,Co-PIandHigherEd CatherineSchwartz,HigherEducation 2010Writers AnaFloyd KatieMawhinney KayonnaPitchford WendyRich NancyTeague StacyWozny PleasegiveappropriatecredittothePartnersforMathematicsLearningprojectwhen usingthematerials.Permissionisgrantedfortheiruseinprofessionaldevelopmentin NorthCarolinaPartnerschooldistricts. Partners forMathematicsLearning

  43. 43 PARTNERS forMathematicsLearning FormativeAssessmenttoSupportStudentLearning Module1 Grades6-8 LearningTargets Partners forMathematicsLearning