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1. PARTNERS for Mathematics Learning Formative Assessment to Support Student Learning. Module 1 Grades 6-8 Learning Targets. Partners for Mathematics Learning. 2. Classroom Assessment In your journal respond to these prompts: What are you most pleased about in your

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## Partners for Mathematics Learning

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**1**PARTNERS forMathematicsLearning FormativeAssessmenttoSupportStudentLearning Module1 Grades6-8 LearningTargets Partners forMathematicsLearning**2**ClassroomAssessment Inyourjournalrespondtotheseprompts: Whatareyoumostpleasedaboutinyour classroomrelatedtoformativeassessment (understandingyourstudents’thinking)? Whatareyoumostinterestedinimproving orchanging? Whatspecificquestionsdoyouhave? Partners forMathematicsLearning**3**WritingForYou Yourjournalsarefor Responsestopromptsthatwillbegiven throughoutthesemodules Notesthatyouwanttotakeduringthe modules Ideasthatyouwanttotakebacktoyour classroom Keepthemforreferencebetweenmodules Partners forMathematicsLearning**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**FormativeAssessment “Formativeassessmentisaprocessusedby teachersandstudentsduringinstruction thatprovidesfeedbacktoadjustongoing teachingandlearningtoimprovestudents’ achievementofintendedinstructional outcomes.”(CCSSOFASTSCASS,2006) Partners forMathematicsLearning**6**Inotherwords… FormativeAssessment Isaprocessofgatheringevidence aboutstudents Shouldguideinstruction Shouldnotbedonetostudents;rather,it shouldbedoneforandwithstudents,to guideandenhancetheirlearning Partners forMathematicsLearning**7**OverviewofModules Module1:LearningTargets Module2:QuestioningandTaskSelection Module3:InferencesandFeedback Module4:MakingStudentsActivePartners Module5:DecisionsaboutNextSteps Module6:CollaborationAroundAssessment Partners forMathematicsLearning**Teaching-LearningCycle**Clear Learning Targets Decisions About NextSteps StudentSelf- Assessment& Responsibility Questioning& Instructional Tasks Making Inferences &Giving Feedback Partners forMathematicsLearning Collaboration Around Assessment**9**AssessmentCycle Cycle: Whatisitweexpectstudentstolearn? Howaretheygoingtolearnit? Howwillweknowtheyhavelearnedit? Howwilltheyknowtheyhavelearnedit? Howwillwerespondwhentheydoorwhen theydon’tlearnthecontent? Partners forMathematicsLearning**10**MathTask 30%of70 Explainwhatthismeansinwords Createamodeltoillustratethisproblem Writeawordproblemtomatchthis expression Partners forMathematicsLearning**11**StartingTheCycle ThefirststepintheTeaching-Learning Cycle: Havingclearlearningtargets Inotherwords,thefirststepinthe AssessmentCycle: Knowingwhatweexpectstudentstolearn Partners forMathematicsLearning**12**essentialquestions LearningTargets Alsoknownas… objectives benchm arksforlearning learningprogression stan learning outcomes dards goals Partners forMathematicsLearning**13**LearningTargets “Assessmentshouldreflectthe mathematicsthatallstudentsneedto knowandbeabletodo,anditshould focusonstudent’sunderstandingaswell astheirproceduralskills. Teachersneedtohaveaclearsenseof whatistobetaughtandlearned,and assessmentshouldbealignedwiththeir instructionalgoals.” (PSSM,NCTM,2000) Partners forMathematicsLearning**14**LearningTargets Statementsofintended studentlearningoutcomesforalesson includingmathematicalfacts,concepts, relationships,procedures,andstrategies, thatcomefrom TheNCMathEssentialStandardsandClarifying Objectives TheNCTMProcessStandards TheCommonCoreStateStandards Theteacher’sunderstandingofthestudent’sneeds Partners forMathematicsLearning**15**LearningTargets Achievementexpectationsforstudentson thepathtowardmasteryofastandard Shorttermgoalsofalesson Shouldbeunderstoodbyteachersand students(kid-friendlyandmathematically accurate-“Ican…”statements) Needtobeformativelyassessedto monitorprogresstowardstandard (ModifiedfromUnderstandingbyDesign,Wiggins&McTighe) Partners forMathematicsLearning**16**LearningTargets Planningshouldbeginwithidentifyingwhat istobelearned;establishingandsetting clearlearningtargets Consider: Whatstudentsneedtolearn Howstudentslearn Individualinterestsandworkhabits Possiblemisconceptions Priorknowledgerequired Partners forMathematicsLearning**17**IdentifyingLearningTargets RefertotheLearningTargetsHandout StepOne:ChooseanEssentialStandardand correspondingClarifyingObjective StepTwo:Identifypotentiallearningtargets thatyouthinkaremostcloselyassociated withtheClarifyingObjectiveyouhavechosen Whatdostudentsneedtolearn? Howwillstudentslearn? Whatpossiblemisconceptionsmightarise? Whatpriorknowledgeisrequired? Partners forMathematicsLearning**18**UsingBloom’sTaxonomy RefertohandoutStepThree:Relate PotentialLearningTargetstoBloom’s Taxonomy Whatdoesthetaxonomysayweask studentstodowhenweaskthemto “List”? “Explain”? Howareactionswithinthetablelabeled? Partners forMathematicsLearning**19**IdentifyingLearningTargets StepThree:Relatethelearningtargetsto typesofknowledgeintheRevisedBloom’s Taxonomy Avoidexposingstudentstojustfactualor proceduralknowledge Increaserigoranddepth ofstudentthinking Partners forMathematicsLearning**20**AProcessForPlanning Thesethreestepsarenotsuggestionsfor thingstodoinadditiontobeginningto planlessons Theyareideasforawaytobeginto planlessons Partners forMathematicsLearning**21**NowIt’sYourTurn… SelectoneEssentialStandardandone correspondingClarifyingObjectiveatyour gradelevel Identifythepotential learningtargetsrelated totheStandardand Objective Partners forMathematicsLearning**22**Student-FriendlyMath Besureyourpotentiallearningtargetscan fitwithinastudent’s“Ican…”statement! Besureyourtargetsusecorrect mathematicallanguage Thinkofthemathematicallanguage ourstudentsmustunderstand! Partners forMathematicsLearning**23**NowIt’sYourTurnToReflect Writeinyourjournalabouttheprocessof generatinglearningtargetsfrombroader mathematicalgoals Onceyouandyourneighborhavefinished writing,shareyourthoughts Partners forMathematicsLearning**24**StepThree–Bloom’s Partners forMathematicsLearning**25**ImportanceofLearningTargets Howdoteachersknowiftheirstudents havelearnediftheydon’tknowclearly whatthelearningtargetsare? Learningtargetstellusnotonlywherewe shouldgobutalsowhenwehavearrived Partners forMathematicsLearning**26**FocusedLearningTargets Broad,year-longgoals Unitgoalsforweeksormonths Specificlearningtargetsfordailylessons Partners forMathematicsLearning**27**AssessingDifferentTypesofTargets MathematicsFacts MathematicsSkillsandProcesses MathematicalReasoningandProof MathematicalStrategies,Problemsolvingand Application MathematicsConcepts PersonalAttitudes,ConfidenceandCompetence Useyourexistinglisttoidentifyexamples ofeachtypeoflearningtarget Partners forMathematicsLearning**28**LearningTargetExample OnJake’sfootballteam,1/3oftheplayers ridetheirbiketopracticeand25%are drivenbytheirparents.Theremaining15 playerswalktopractice. Howmanymembersareonthefootball squad? Solvetheprobleminyourjournal Partners forMathematicsLearning**29**LearningTargetExample OnJake’sfootballteam,1/3oftheplayers ridetheirbiketopracticeand25%aredriven bytheirparents.Theremaining15players walktopractice. Howmanymembersareonthefootball squad? Whatlearningtargetscouldbeassessed usingthistask? Partners forMathematicsLearning**30**LearningTargetExample OnJake’sfootballteam,1/3oftheplayersridetheir biketopracticeand25%aredrivenbytheirparents. Theremaining15playerswalktopractice. Howmanymembersareonthefootballsquad? Howcouldthistaskbealteredinorder toassessadditionaltypesoflearning targets,otherthanthecontentandskill targetsmentioned? Partners forMathematicsLearning**31**InfluenceofLearningTargets Whichofthecategoriesoflearningtargets aremostoftenusedbyteachers? Whichofthecategoriesoflearningtargets areleastoftenusedbyteachers? Howdoesthisinfluencethetypeof instructionandmathematicalcontentwe presenttostudents? Howdoesthisinfluencethewayswe assessstudentlearning? Partners forMathematicsLearning**32**BackToTheMathTask 30%of70 Explainwhatthismeansinwords Createamodeltoillustratethisproblem Writeawordproblemtomatchthis expression Whatlearningtargetscouldbeassessed usingthistask? Partners forMathematicsLearning**33**CreatingaTask Createaninstructionaltasktomatchone ormoreofthelearningtargetsthatyou createdearlierforyourgradelevel Howwouldyouimplementthistaskinyour classroomtoformativelyassessstudents? Partners forMathematicsLearning**34**ImportantToConsider-Mastery Forteachers: Howlongwillittakestudentstomasterthelearning target? Whatdoesmasteryofagivenlearningtargetlooklike? Howwillstudentsknowtheyhave masteredthelearningtarget? Forstudents: Whatdoesmasteryofagivenlearning targetlooklike? HowwillIknowthatIhave masteredthelearningtarget? Partners forMathematicsLearning**35**ClassroomView:LearningTargets Watchthevideoofateacherusing formativeassessmentduringalesson Watchandlistenfor Specificlearningtargetforthelesson Teacherresponsestostudents Levelofstudentknowledgeorunderstanding Adjustmentsmadetotheteachingplan Partners forMathematicsLearning**36**ClassroomView:LearningTargets Whatwastheteacher’sintendedlearning targetforthislesson? Whatdidtheteacherlearnaboutthe studentsasshetalkedwiththemduring thelesson? Howmightthisinformationchangewhat shedecidedtodonext? Partners forMathematicsLearning**37**Reflection Inyourjournal,brainstormwaysthatyou mightsharelearningtargetswithboth studentsandparents Howdoyouseelearningtargetsimpacting yourclassinstructionandassessment? Partners forMathematicsLearning**38**PuttingItToPractice Inpreparationforthenextmeeting Chooseaunityouareabouttoteachandlist potentiallearningtargetsforthatunit Determinewhichtargetswillbeaddressed withalessonorlessonsandsharethesewith yourstudentsandtheirparents Bepreparedtoreportbacktothegroup •Whatyoudid? •Howyoudidit? •Anyimpactithad? Partners forMathematicsLearning**39**NextSteps Oncelearningtargetshavebeenidentified: WhatamIgoingtodoinstructionally? WhattypesoftaskswillIuseforassessment? HowwillIhelpstudentsknowwhattheyare expectedtolearnandwhatwillbeassessed? HowwillIhelpstudentstakeresponsibilityfor theirownlearning? WhatwillIdoifstudentsdemonstratealackof understanding? Aretherewaysthatmycolleaguescanhelpme? Partners forMathematicsLearning**40**DPIMathematicsStaff ChiefConsultant ReneeCunninghamKittyRutherford RobinBarbourMaryH.Russell CarmellaFairJohannahMaynor AmyScrinzi PartnersforMathematicsLearningisaMathematics-Science PartnershipProjectfundedbytheNCDepartmentofPublic Instruction.Permissionisgrantedfortheuseofthesematerialsin professionaldevelopmentinNorthCarolinaPartnerschooldistricts. Partners forMathematicsLearning**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**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**PARTNERS forMathematicsLearning FormativeAssessmenttoSupportStudentLearning Module1 Grades6-8 LearningTargets Partners forMathematicsLearning

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