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Module 8B for Middle/High School Teachers. Florida Standards for Mathematics: Focus on Assessment & Data Use. Professional Development Session Alignment Set 1 – Completed 2013. Data Use. Governing Board. Data Use. ELA Math. School Leaders. Data Use. ELA. Math. Teachers.

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module 8b for middle high school teachers

Module 8B for Middle/High School Teachers

Florida Standards for Mathematics:

Focus on Assessment & Data Use

slide2
Professional Development Session Alignment Set 1 – Completed 2013

Data Use

Governing Board

Data Use

ELA Math

School Leaders

Data Use

ELA

Math

Teachers

Leadership Teams

Session

1

Session

2

slide3
Professional Development Session Alignment

Set 2 - August, 2013 to May, 2014

Governing Board

Florida Standards

School Leaders

Assessments

Data Analysis

VAM

Data

ELA

Math

Data &

ELA

Data &

Math

Teachers

Leadership

Teams

Session

3

Session

4

Session

5

Session

6

Module 7

ELA &

Data Use

Module 8

Math &

Data Use

travel notes
Travel Notes
  • Mileage to/from the trainings will be reimbursed to the school at $.445/mile (documentation with map and mileage required)
  • Parking and tolls will also be reimbursed with receipt
  • Reimbursement is limited to two cars per school
  • Forms and directions to request reimbursement are available under “Resources” on www.flcharterccrstandards.org
  • There are specific instructions included with the form to help fill it out correctly
  • Reimbursements for substitutes are NOT an eligible expense
math assessment data use outcomes
Math Assessment & Data Use Outcomes
  • Identify the three types of assessment tasks
  • Determine instructional implications for preparing students to be successful on Florida Standards-aligned assessments
  • Analyze student work
  • Incorporate formative assessment into plans for daily classroom lessons
  • Plan how to communicate to their school leaders and teaching colleagues the key messages and big ideas from this Math module on Assessment & Data Use
today s agenda
Today’s Agenda

Welcome and Introductions

  • Pre-Assessment
  • Sharing Implementation Experiences
  • Understanding Assessment Tasks
  • Analyzing Student Work

Lunch

  • Assessing Every Day
  • Bringing It All Home: Clarifying Themes and Designing Messages
  • Next Steps
  • Post-Assessment

Wrap Up

a comprehensive assessment system includes
A Comprehensive Assessment System Includes:

Annual Statewide Summative Assessment: FCAT/EOC

Alignment

Periodic Interim Assessments

Classroom Summative Assessments

Classroom Formative Assessment

how will florida assess student learning
How will Florida Assess Student Learning?
  • Machine scored and hand scored items
  • Multi-step questions that assess clusters of standards
three types of standardized assessment tasks
Three Types of Standardized Assessment Tasks

Type I: Tasks assessing concepts, skills and procedures

  • Balance of conceptual understanding, fluency, and application
  • Can involve any or all mathematical practice standards
  • Machine scorable including innovative, computer-based formats
  • Will appear on the End of Year and Performance Based Assessment components

Guide Page

10

three types of standardized assessment tasks1
Three Types of Standardized Assessment Tasks

Type II: Tasks assessing expressing mathematical reasoning

  • Each task calls for written arguments / justifications, critique of reasoning, or precision in mathematical statements (MP. 3, 6)
  • Can involve other mathematical practice standards
  • May include a mix of machine scored and hand scored responses
  • Included on the Performance Based Assessment component
three types of standardized assessment tasks2
Three Types of Standardized Assessment Tasks

Type III: Tasks assessing modeling / applications

  • Each task calls for modeling/application in a real-world context or scenario (MP.4)
  • Can involve other mathematical practice standards
  • May include a mix of machine scored and hand scored responses
  • Included on the Performance Based Assessment component
think about it
Think About It…

What are the implications of these tasks for classroom practice?

let s take a break
Let’s Take A Break…

Be back in 15 minutes…

what do you expect
What do you expect?

Grades 6-8

  • Sports Bag

Grades 9-12

  • Skeleton Tower

Guide Pages 13-15

slide25
Theirs vs. Ours
  • Compare the two sets of expectations.
  • Determine similarities and differences.
  • Generate ideas on why the differences occur.

Guide Pages 16-17

remember when we did this
Remember when we did this….

What do these students understand?

1

2

2 412

X 412

Examine each student’s work.

Would you be comfortable with his/her understanding if s/he continued to approach division in his/her particular way? Explain your reasoning.

analyzing student work1
Analyzing Student Work

Guide Pages 18-29

think about it1
Think About It…

How can analysis of student work help plan future lessons?

assessing every day1
Assessing Every Day

What strategies can teachers use to elicit student understanding during a lesson?

activity 4a viewing a lesson
Activity 4a: Viewing a Lesson

Guide Pages 32-36

& 53-55

View Lesson Video

two goals for assessment
Two Goals for Assessment

OF Learning – What do students know? What can they do? What is the level of mastery at a given moment?

FOR Learning – How do students understand ideas? How are specific misconceptions leading to errors in thinking? What are next steps in instruction?

correct answers
Correct Answers

May be the result of:

  • efficient application of well understood concepts
  • rote application of algorithms without understanding of underlying concepts
  • well understood concepts but inefficient methods
incorrect answers
Incorrect Answers

May be the result of:

  • misunderstanding of fundamental ideas (misconceptions)
  • lack of procedural knowledge
  • slips in attention
eliciting student understanding
Eliciting Student Understanding

Contexts for students to explain their thinking:

  • Agreeing or disagreeing with an idea
  • Choosing correct answers from a list with several correct and several incorrect answers
  • Explaining how several approaches to the same question can be correct
  • Asking how, and why

Guide Pages

37-38

before during and after
Before, During, and After

How can you find out what you need to know?

  • Before a lesson? – Are students ready for this lesson?
  • During a lesson? – What are students learning?

– How are students thinking?

  • After a lesson? – Have students achieved the goals of the lesson?
think about it2
Think About It…

How can assessment FOR learning aid teachers and students?

How can teachers plan for ongoing assessment?

slide42
The Beginning of the Journey

Focus

What motivated the creation of the standards?

What are the goals?

Coherence

Rigor

slide43
Understanding Rigor
  • What makes a math program rigorous?
  • Conceptual Understanding
  • Procedural Skill and Fluency
  • Application of Mathematics

Rigor

slide44
Focusing on Instruction
  • How does one teach rigorous math?
  • Standards for Mathematical Content
  • Standards for Mathematical Practice
slide45
What Needs to Be Taught

Standards for Mathematical Content

  • Conceptual Understanding
    • Explain ideas
    • Make connections among ideas
    • Use ideas to create new ones
  • Computational Fluency
    • Use a repertoire of strategies flexibly
    • Efficiency
slide46
What needs to be taught

Standards for Mathematical Practice

Make sense of problems and persevere in solving them

Reason abstractly and quantitatively

Construct viable arguments and critique the reasoning of others

Model with mathematics

Use appropriate tools strategically

Attend to precision

Look for and make use of structure

Look for and express regularity in repeated reasoning

slide47
Wait………What???

There was supposed to be less to teach. Isn’t this more?

slide48
The Solution
  • The standards are not a curriculum!
  • A curriculum will chunk the standards into coherent groupings and be taught together.
  • The practices should be part of all the work, all the time.
  • Summary
  • Focus, Coherence, and Rigor
  • Content and Practices
  • Concepts, Procedural Fluency, Application
  • Chunking
where are you now
Where are you now?

How are these ideas understood now at your school?

Which ideas need further clarification and visibility?

making ideas visible
Making Ideas Visible

Songs

Slogans

Catch-Phrase

Elevator Pitch

Chart

Cartoon

don t give up
Don’t Give Up

Here’s a song about getting in wrong

You knew you didn’t get it all along

So you tried the problem and made a mistake

You think that for you math just won’t take

But that ain’t true and makes no sense

What you need is perseverance –

don t give up1
Don’t Give Up

Hang in there kid, don’t be tense

Perseverance creates competence

Remember this and have no fear-

Success will come if you persevere

Success will come if you persevere.

change isn t easy
Change Isn’t Easy

Stages of Change

Achivemethecore.org

Guide Page

47

what s your plan
What's Your Plan?
  • What do we think should happen at school to promote implementation of the Florida Standards for Math?
  • What can we do now in our classrooms and in the school to promote implementation of the Florida Standards for Math?
  • What are some expected challenges?
  • How can we work around the challenges?

Guide Page

49

don t forget your resources
Don’t Forget Your Resources…

Project Website flcharterccrstandards.org

slide61
JOIN US FOR A DISCUSSION

9:00 AM and 3:00 PM

Monday, February 24th

Tuesday, February 25th

Friday, February 28th

math assessment data use outcomes1
Math Assessment & Data Use Outcomes
  • Identified the three types of assessment tasks
  • Determined instructional implications for preparing students to be successful on Florida Standards-aligned assessments
  • Analyzed student work
  • Incorporated formative assessment into plans for daily classroom lessons
  • Planned how to communicate to their school leaders and teaching colleagues the key messages and big ideas from this Math module on Assessment & Data Use
post assessment and session evaluation
Post-Assessment and Session Evaluation

Where Are You Now?

Assessing Your Learning

Guide Page

51

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