Math Design Collaborative OverviewAmy Lewis and Tiffany Schroyer

What is MDC?MDC provides teachers with Formative Assessment Lessons (FALS) to engage students in a productive struggle that builds fluency with their procedural skills, and deepens mathematical reasoning and understanding.

MDC provides resources, strategies, and professional development to assist teachers ASSESS FOR LEARNING.

The MDC project is not designed as an additional program, but rather a process to enhance CC standards-based instruction.● Achieves a balance among concepts, skills, and

problem solving.● Stresses rigorous concept development,

presents realistic and relevant tasks, and keeps a strong emphasis on computational skills.

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Also Built in are Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the

reasoning of others.4. Model with mathematics. 5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated

reasoning.

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Video: What is MDC?

What are “FALs”?

• Formative Assessment LESSONS

• Well-engineered to uncover misconceptions

• Complete

• Teacher resources

• Scripted

• Aligned to CCSS and PA Core

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Problem-Solving

Concept- Development

Think Cluster

Think Standard

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Two Types of FALs

Two Types of FALs

Concept Development Lessons are meant to first reveal students’ prior knowledge, then develop students’ understanding of important mathematical ideas, connecting concepts to other mathematical knowledge.

Problem Solving Lessons are meant to assess, then develop, students’ ability to apply their mathematical knowledge and reasoning in flexibly ways to non-routine, unstructured problems – within mathematics and with real world applications.

Teach ------ approximately 2/3 of unit

FAL

Teach ------ remaining 1/3 with modifications of instruction to clear up identified misconceptions

The Process – CD Lesson

of the way through your unit…

START: Pre-Assessment

Analyze student work-create

questions-group students

Whole Class Instruction

Collaborative Activity

Whole Class Discussion Post Assessment

Analyze student work for growth

Use data to plan and teach the remaining

of your unit

Concept Development Lesson

What does a Concept Development Lesson look like?

Problem Solving Lesson

Within the context of your unit…

START: Pre-lesson assessment

Analyze student work-create questions-group

students heterogeneously

Collaborative activity

Whole class discussion

Analyze sample student responses

Administer the student reflection sheet

(homework)

Analyze growth across the pre-lesson

assessment and the student reflection sheet

Use data to modify subsequent instruction

Problem Solving Lesson

Benefits of Problem Solving Lessons

• Students are sharing ideas, communicating/explaining methods

• Exposed to multiple approaches• Exposed to unique, non-routine problems• Required to analyze students’ work• Required to diagnose others’ errors and

misconceptions• Required to make decisions about best method

Evaluating Student Sample Responses1. Imagine you are the teacher and have to assess the student work.2. Work through a students’ solution.

Write your answers on your mini-whiteboards.3. Explain your answer to the rest of the group. 4. Listen carefully to explanations.– Ask questions if you don't understand.

5. Once everyone is satisfied with the explanations, write the answers below the student’s solution. ─ Make sure the student who writes the answers is not

the student who explained them. 6. Work through each response using this protocol

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Ann’s method

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Problem Solving Lesson Summary

Problem Solving Lessons are meant to assess, then develop students’ capacity to apply their mathematical thinking flexibly to non-routine, unstructured problems – within mathematics and with real world applications.

Formative Assessment Lesson Resources(map.mathshell.org)

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Explore Lessons, Tasks, Professional Development

MAP Website Organization

Search by Grade

Organized by Problem Solving or Concept Development

Tabs for Lessons and Tasks

Fostering higher order thinking

• Use quality question stems • Utilize individual white boards• Nontraditional seating options• Make a variety of tools and manipulatives easily

accessible– Various types of paper– Various types of writing utensils– Math tools– Manipulatives

How can you get your staff trained in MDC?

• Regional training on February 10th and April 14th at the Center for Professional Development

• Onsite training through the Request for Services on the Intermediate Unit 1 website

Amy Lewisamy.lewis@iu1.org(724) 550-5129

Tiffany Schroyertiffany.schroyer@iu1.org(724) 938-7396 x711

Intermediate Unit 1 Math Contacts: