GACIS MDC Training – Introduction

Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org

GACISMDC Training – Introduction

Mathematics Design Collaborative

Vicki D. MixonMath Trainer, GADOE


MDC• Mathematics Design Collaborative• Shell Center – Silicon Valley Mathematics

Initiative – MARS – MAP – Gates• Strategies and Tools to assist teachers as

they implement CCSS• Formative Assessment Lessons (a.k.a.

Classroom Challenges)

• Communicating• Making connections• Justifying• Explaining• Critiquing the reasoning of others• Attending to precision• Modeling with mathematics

Sounds like literacy to me. Do you agree?

MDC Spotlights SMP


Formative Assessment… all those activities undertaken by teachers, and by their students in

assessing themselves, which provide information to be used as feedback to

modify the teaching and learning activities in which they are engaged. Such assessment becomes ‘formative

assessment’ when the evidence is actually used to adapt the teaching

work to meet the needs. (Black & Wiliam, 1998)


In Prospective

When the chef tastes the sauce it is formative

assessment; when the customer tastes it, it is

summative. (Anon)


Essential QuestionsHow can problems be used to

assess performance?How can this assessment be used

to promote learning? What kinds of feedback are most helpful for students and which are

unhelpful?How can students become engaged

in the assessment process?


Formative Assessment LessonsA pre-lesson assessment is given to diagnose misconceptions.

A post-lesson assessment will help teachers adapt instruction.

Throughout the lesson the teacher will be using a variety of formative assessment techniques

Teachers develop feedback questions based upon evidence.

Each lesson has a whole class introduction

A collaborative activity

And a plenary or closing whole class discussion

All necessary teacher resources all provided

CCGPS Standards for Mathematical Practice1.

Mak

e se

nse

of p

robl

ems

and

pers

ever

e in

so

lvin

g th

em

6.

Atte

nd t

o pr

ecis

ion

2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of others

4. Model with mathematics

5. Use appropriate tools strategically

7. Look for and make use of structure

8. Look for and express regularity in repeated reasoning

Overarching habits of mind of a productive mathematical thinker

Reasoning and explainingModeling and using toolsSeeing structure and generalizing

The Standards for Mathematical Practice represent the habits and attitudes of mathematical thinkers and are integral to the superstructure of CCGPS mathematics. The practice standards define the way knowledge comes together and gets used by students. Administrators are encouraged to focus on the practice standards when evaluating the teaching and learning process.

Georgia Department of EducationDr. John D. Barge, State School Superintendent

June 27, 2012


Just a bit more. . . • In this respect, those content standards which set

an expectation of understanding are potential “points of intersection” between the Standards for Mathematical Content and the Standards for Mathematical Practice. These points of intersection are intended to be weighted toward central and generative concepts in the school mathematics curriculum that most merit the time, resources, innovative energies, and focus necessary to qualitatively improve the curriculum, instruction, assessment, professional development, and student achievement in mathematics.


What you need to know• Lessons are created by the experts• Aligned to Common Core• Placed in our Georgia frameworks• Prepare students for performance-based

assessments• Training and collaboration is important• Training includes how to analyze student

growth to adapt instruction


More specifically• Short, 2-3 question assessment• Designed to uncover misconceptions• To be analyzed but not graded• Requires students to use the LOTS as

they justify and explain• Helps teachers pinpoint the necessary

focus for future instruction• Encourages students to become

independent learners/thinkers (feedback questions)


Agenda - Thursday• Morning

– Introduction– Formative Assessment Lesson (OKRESA)

• Lines and Linear Equations

• Afternoon– Concept Development vs. Problem Solving

• Parallel & Perpendicular Lines• Having Kittens

– Improving Learning Through Questioning


Agenda - Friday• Morning

– Students Working Collaboratively – Strategies & Tools– Website resources

• Website: www.map.mathshell.org

• Afternoon– Inspect What You Expect – Next Steps & Closing

http://www.map.mathshell.org/


Closing• Review

• Research & Evidence

• Handout – Next Steps


Lessons Learned• Collaboration is key

– Preparation– Planning– Developing feedback questions– Reflection– Analyzing student growth

• Feedback questions based upon evidence• Analysis of student growth is imperative


Teacher Name: Knox

Subject: Math 2

Formative Assessment Lesson: Forming QuadraticsTotal Number of Students: 10

Total Percentage

Pre-Test 80% 60% 80% 90%Post-Test 10% 0% 10% 60%

Total Count

Pre-Test 8 6 8 9Post-Test 1 0 1 6

Student Misconceptions

Student

Identifying y-int. given

standard form

Identifying zeros given

factored form

Identifying the

vertex given vertex form

Writing an

equation given a

coordinate

1

Pre-Test xPost-Test x

2

Pre-Test x x x xPost-Test x

INSPECT WHAT YOU EXPECT

• Make the Expectation Clear: “Non-Optional” Formative Assessments

• Observe the Lessons• Ask for Student Work Samples• Ask to see Analysis of Student Errors


Take-Aways

• Questioning Techniques• Open-ended assessments• Collaboration• Student dialogue and engagement• Address misconception


In Review Essential Questions

• How can problems be used to assess performance?

• How can this assessment be used to promote learning?

• What kinds of feedback are most helpful for students and which are unhelpful?

• How can students become engaged in the assessment process?

Answers

• Short, 2-3 question assessment• Designed to uncover

misconceptions• Requires students to use the

LOTS as they justify and explain; collaborative activity

• Helps teachers pinpoint what they need to focus on

• Specific; question form. To be analyzed but not graded

• Encourages students to become independent learners/thinkers


Formative Assessment is Shown to be more successful than direct instruction alone.


Formative assessment is like a biopsy. You use it to diagnose and treat the problem.

Summative assessment is like an autopsy. By the time this occurs it is too late to provide treatment.


Who to contact• RESA

– Most have received training and have been involved in classroom observations/feedback

– GaDOE is supporting this endeavor – Some schools have requested their RESA to

begin now!• Other schools who have had MDC training and

have successfully scaled it system-wide• Vicki Mixon; [email protected]

mailto:[email protected]

Date post:	24-Feb-2016
Category:	Documents
Upload:	ita
View:	51 times
Download:	0 times

GACIS MDC Training – Introduction

Documents