Welcome! SVMI FOLLOW UP DAYS Oakland Tilden – October 22, 2013 Tracy Lewis, Priscilla Solberg,...

Welcome!SVMI FOLLOW UP DAYS

Oakland Tilden – October 22, 2013Tracy Lewis, Priscilla Solberg,

Tracy Sola, & Jeff Trubey

TASKS,TOOLS,& TALK

FOR INQUIRY AND RE-ENGAGEMENT

2013-2014 © SVMI TASKS, TOOLS, TALK 3

SMPs&

SBAC

LESSONSVS

UNITS

DISCOURSEQUESTIONS

RE-ENGAGEMENT

TASKS, TOOLS,TALK

FORMATIVEASSESSMENT

Goals for the Follow Up Days• deepen our mathematics Content

Knowledge• refine our Pedagogical Content

Knowledge• plan for continuous improvement (day by

day, minute by minute)• understand better the different SVMI tools

(i.e., POM, FAL, Math Talk, MARS tasks, re-engagement lessons)


Goals for the Follow Up Days • understand the different kinds of lessons

(e.g., conceptual understanding, problem solving, procedural fluency, re-engagement, etc.)

• understand the difference between lessons and units

• understand the value of Learning groups


TODAY’S SESSIONS:


Enjoy your day!SVMI FOLLOW UP DAYS

Formative Assessment

SVMI FOLLOW UP DAYS

IN THIS SESSION:


Looking at student work


Why?

The process of studying student work is a meaningful and challenging way to be data-driven, to reflect critically on our instructional practices, and to identify the research we might study to help us think more deeply and carefully about the challenges our students provide us. Rich, complex work samples show us how students are thinking, the fullness of their factual knowledge, the connections they are making. Talking about them together in an accountable way helps us to learn how to adjust instruction to meet the needs of our students.

Annenberg Institute of School Reform

Formative Assessment and Student Work to Inform Instruction


Research

Assessing Student Outcomes; Marzano, Pickering, McTigheInside the Black Box; Black, WiliamsUnderstanding by Design; Wiggins, McTigheResults Now; SchmokerProfessional Learning Communities at Work; Dufour, EakerAccountability for Learning; ReevesMath Talk Learning Community; Fuson, et alNormalizing Problems of Practice; Little, HornChange the Terms for Teacher Learning; FullanWorking toward a continuum of professional development; Loucks-Horsley, et al.

What is Formative Assessment?

• Take a couple of minutes to think about this.

• Talk in your table groups.


Assessment

Summative Formative

Benchmarks/Interim

Performance Assessment

Formative meaning during instruction to inform instructionTests

Quizzes

Assignments

To inform instruction

Assessments to Rank, Certify, or Grade.

High-Stakes Tests

State Tests

HS Exit Exams

SAT, ACT

Norm-Reference

Final Exams

Unit/Chapter Tests

Benchmark Tests

Semester/Quarter Tests

Computer-based exams

Whatis it?

Students comments, explanations, questions and/or work in class

Administer Tasks

Examine Student Work

Inform Teacher Knowledge

Inform Instruction


Cycle

Whatis it?

The Results from an Assessment

Whatis it?

X X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

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0 2 3 4 5 6 7 8 9 101

Students’ performances are across the continuum

Traditionally Teachers Choose One of Three Options

• Go back and re-teach the topic with the entire class.

• Identify the students needing remediation and find some time/opportunity to re-teach the topic while the rest of the class continues on.

• Feeling the pressure of the over packed curriculum the teacher ventures on to the next topic.

Inside the Black BoxInside the Black

Box

by Paul Black and Dylan Wiliam, Phi Delta Kappan, copyright 1998 http://blog.discoveryeducation.com/assessment/files/2009/02/blackbox_article.pdf

Follow up research:

Working Inside the Black Box

Inside the Black Box• Read the article

• In groups, share the big ideas

• Respond to the prompts on the posters.• Does improving Formative Assessment raise standards?

• Is there room for improvement?

• How can we improve Formative Assessment?

• What are student responsibilities in the Formative Assessment process?

• What next steps can be taken to implement Formative Assessments in the classroom?


Students and teachersUsing evidence of learningTo adapt teaching and learningTo meet immediate learning needsMinute-to-minute and day to day

Dylan Wiliam, University of London

Formative Assessment is:

Administer Tasks



Inform Instruction

Short Formative

Assessment Cycle

Students engage in a worthwhile task or address a probing question.

Teacher listens to student responses or observe student to student conversations or analyzes the student’s work.

Teacher draws upon vast knowledge of content and pedagogy, uses that with learning goals of the lesson, and creates a plan in real time.

Provides feedback (probing question, comment, suggestion) or provides an additional learning experience that is tailored directly to the students’ learning needs.

STRATEGIES OF FORMATIVE ASSESSMENT

Clarifying, Sharing and Understanding Learning Intentions and Success Criteria

Eliciting Evidence of Learners’ Achievement

Providing Feedback That Moves Learning Forward

Activating Students as Instructional Resources for One Another

Activating Students as owners of their own learning.

Re-

En

gag

emen

t L

esso

ns

Using Performance Assessment for Formative Purposes

Developing Teacher Content Knowledge

MA

RS

Assessm

ent Tasks

Tools for Teachers

Administer Tasks



Inform Instruction


Cycle

MARS Tasks

Tools for Teachers and PD Materials

Re-engagement Lessons

Common Core

Standards

Scoring and Student Works Protocols

Quick Write & Share• Write down one current way you use

formative assessment in your class.

• Write down one new technique you will try in the next few weeks.

• Share with a partner or small group.


Problem of the Month

SVMI FOLLOW UP DAYS

IN THIS SESSION:


Got Your Number• Read all levels to see how the

mathematics is connected.• Start with Level A and work through the

levels.• Find a partner who is interested in the

same level to make a poster. Decide whether it will be a status or explanation poster.

• Make sure your thinking is clearly shown and supported.


Creating a PosterYour concluding thoughts on an explanation poster for a level you feel you have completed

OR

Your current thoughts on a status poster for a level you are still exploring.

Explanation Poster: The focus of your poster should be on how your findings can be justified mathematically and how your findings make sense. Include words and visuals (such as drawings) as a part of your justification.

Status Poster: The focus of your poster should be on your processes so far and where you think you want to go next and/or questions/wonderings you have about this level. Include words and visuals as a part of your justification.

*Remember to justify or explain your processes you have used so far and why they make mathematical sense as clearly as you can.

Gallery Walk• Each group will display their poster.• Each group selects a group member to be

the docent to answer questions or provide clarifications/explanations.

• The other group members examines, explores, reviews the other groups’ posters.

• There will be time for your group to re-assemble and discuss the information shared in the groups’ posters.

• Please mind gallery walk norms and be respectful of the work and information shared.

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NORMS FOR A GALLERY WALK

All discussion and conversation in a gallery walk is:• About what each of us can learn from each other• Respectful of ALL work

• The FOCUS of a gallery walk is on the MATHEMATICS of the problem:• What is the mathematics of the poster• Was the thought process the same as yours? If no, what is

different?• Is the representation the same as yours? If no, what is different?• What questions might you pose to the “author[s]” to clarify your

own understanding of the mathematics presented?• What mathematics contributes to your own understanding?• What did you find mathematically interesting?• What did you find mathematically challenging?• What mathematics presented would you like to engage in?

Quick Write

What would you like to remember about this POM….

• In terms of what mathematics you are interested in further exploring for your own learning.

• In terms of what you should be considering when using this POM with students.

“Mathematics is not a careful march down a well-cleared highway, but a journey into a strange wilderness, where the explorers often get lost.”

Fermat’s Enigma, p. 71

Got Your Number


Looking at student work

• What are the different representations that students used?

• What makes a convincing argument?• Choose the one that you think is most

convincing.• What are the characteristics that made you

choose this one?• How can we model/prepare our students for better representation/justification?

Analyzing Student Work

• Goal: to look deeply at student work and determine what feedback might help move student thinking deeper.

• Think of a question you could ask about the student’s process, justification, mathematics.

• Make a specific comment that will lead to reengagement or rethinking on the student’s part.


Inside Mathematics Website

http://www.insidemathematics.org

Silicon Valley Mathematics Initiative

http://www.svmimac.org

Mathematics Assessment ProjectUC Berkeley & Shell Centre for Mathematical Education

http://map.mathshell.org/materials/lessons.php

ReflectShare

Practice

Reflection• Take five minutes to write and reflect on your

math talk experiences with your class. Be prepared to share successes and difficulties.

• With colleagues, brainstorm how you can assure your conversation will be equitable.

• Utilize the remaining time to share and explore what you have learned today:• mathematical ideas in the POM • important ideas around formative assessment.

• End your reflection time with five minutes to write about or share what questions remain for you.


Celebrating Problem Solving

School Wide Use of POM’s

• SVMI’s Resources and ProgramsProfessional Development

Summer Institutes and Math Workshops throughout the school year.

Problems of the Month

School-wide Problem Solving

School Team Mini - Grants

Lesson Study Project

Math Coaching

Math Network Meetings and Workshops for Coaches and Principals

Performance Assessments

Promoting Classroom Discourse and Conceptual Understanding

Math Talks


F A L / FRLFormative Assessment or Formative Re-engagement Lessons


F A L / FRL

Representing Fractions on a Number Line

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Welcome! SVMI FOLLOW UP DAYS Oakland Tilden – October 22, 2013 Tracy Lewis, Priscilla Solberg,...

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