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Prepared for the Professional Learning Network of the
HENRY COUNTY PUBLIC SCHOOLS by Dan Mulligan, Ed. D., flexiblecreativity.com
January 2015
STEPPING UP FOR SUCCESS ON THE MATH SOL:
TAKING THE NEXT STEPS TOWARD AUTHENTIC ASSESSMENT
“It's often the people that no one imagines anything of, that do the things no one can imagine.” — The Imitation Game (2014)
page3
Premise of the Workshop
As the United States continues to compete in a global economy that demands
innovation, the U.S. education system must equip students with the four Cs:
1. critical thinking and problem solving,
2. communication,
3. collaboration, and
4. creativity and innovation.
a. The number of cavities the sixth graders have?b. The number of people in the sixth graders’ families? c. The ages of the sixth graders’ mothers?d. The heights of the sixth graders in inches?
Premise of the Workshop
As the United States continues to compete in a global economy that demands
innovation, the U.S. education system must equip students with the four Cs:
1. critical thinking and problem solving,
2. communication,
3. collaboration, and
4. creativity and innovation.
It’s All About: THE SECOND QUESTION
page37
Think Pad is a resource designed to:• provide evidence of
understanding and participation during student-to student dialogue
• facilitate student reflection on their thinking
4 – second partner
Find a new friend in the room. Introduce yourself and share what you ‘do’. Try to seek a partner from a different grade-
level/courses. Find 2 comfortable seats and relax.*Please bring your handout and a pen(cil)!
Resources to Share:flexiblecreativity.com
Components of a Focused Mathematics Program
LearningDifferentiated based on the needs of the
student
Student Focused Mathematics
Program
RigorWith Nurturing
(STEAM)
Engaging Spiraling
Teaching for Mastery Reteach & Reassess as necessary (CLT-driven*)
Identifies the nonnegotiable vocabulary
necessary to decode the content
CurriculumTargeting the
Essential Knowledge and Essential Skills
Staff DevelopmentOngoing to include
feedback on success of implementation
AssessmentDriven by Essential
Knowledge and Essential Skills
VariedDiagnostic
ModelingData Driven
Ongoing
Provides College & Career Ready
Skills
Pacing reflects Data Analysis & SOL
Blueprints
page 4
Work collaboratively (e.g., construct viable arguments, critique, agree) to identify key
words that capture the essential elements of strategies to assist
all students understand math
with fidelity.
Enjoy working with your new best friend.
math learning strategies
1. Create an Environment for Learning– Helping students know what is expected of them, providing
students with opportunities for regular feedback on progress, assuring students they are capable of learning content and skills
2. Helping Students Develop Understanding– Integrating prior knowledge with new knowledge– Procedural knowledge: constructing a model of the steps
required of the process and practicing its variations; using the process or skill fluently or without any conscious thought
3. Helping Students Extend and Apply Knowledge– Moving beyond ‘right answer’ learning to an expanded
understanding and use of concepts and skills in real-world contexts.
Framework for
Instructional Planning McREL, 2012 page 42
SAMPLEPre-assessment
that includes differentiation
PRE-ASSESSMENT TOOLS Page11
The
WHAT
CELEBRATE THE STRUGGLE
EssentialVocabulary
EssentialSkills
EssentialKnowledge
LEARNING TARGET
Name thatEssential Knowledge
Essential Skills, andEssential Processes
VA Math Geometry Strand EKS:1. Determine and explain why plane figures are congruent or
noncongruent, using tracing procedures.
2. Determine the congruence of segments, angles, and polygons given their attributes.
3. Subdivide a figure into triangles, rectangles, squares, trapezoids and semicircles. Estimate the area of subdivisions and combine to determine the area of the composite figure.
4. Describe the characteristics of triangles, squares, and rectangles, including number of sides and number of angles.
5. Compare and contrast attributes of the following quadrilaterals: parallelogram, rectangle, square, rhombus, and trapezoid.
6. Compare the slopes to determine whether two lines are parallel, perpendicular, or neither.
7. Identify the domain, range, zeros, and intercepts of a function presented algebraically or graphically.
3.16
6.12
8.11
K.11
7.7
G.3
AII.7
Grades K through Alg2 Edition
CELEBRATE THE STRUGGLE
EssentialVocabulary
EssentialSkills
EssentialKnowledge
LEARNING TARGET
Essential Vocabulary Driving Question Essential Knowledge/Skills
Targeting the
Essential Knowledge &
Skills
pages6 – 8
Measurement & Geometry
Targeted
Progress
Monitoring
Pages14 - 23
Touring DC
Essential Vocabulary Driving Question Essential Knowledge/Skills
Essential Knowledge, Skills, and Processes
Curriculum Framework…modified…
page5 – 7
Measurement & Geometry
Category Ave. EffectSize (ES)
Percentile Gain
Identify similarities & differences 1.61 45
Summarizing & note taking 1.00 34
Reinforcing effort & providing recognition .80 29
Homework & practice .77 28
Nonlinguistic representations .75 27
Cooperative learning .73 27
Setting objectives & providing feedback .61 23
Generating & testing hypotheses .61 23
Questions, cues, & advance organizers .59 22
High-Yield Instructional Strategies
Enit or Enot…that is the question
This an attempt to simulate how students feel when they do NOT
possess or activate background knowledge.
VA Curriculum Framework – Essential Understandings – SOL 8.8
How does the transformation of a figure on the coordinate grid affect the congruency, orientation,
location and symmetry of an image?Translations, rotations and reflections maintain
congruence between the preimage and image but change location. Dilations by a scale factor other
than 1 produce an image that is not congruent to the pre-image but is similar. Rotations and reflections
change the orientation of the image.
page 6
VA Curriculum Framework – Essential Understandings – SOL 8.8
How does the transformation of a figure on the coordinate grid affect the congruency, orientation,
location and symmetry of an image?Translations, rotations and reflections maintain
congruence between the preimage and image but change location. Dilations by a scale factor other
than 1 produce an image that is not congruent to the pre-image but is similar. Rotations and reflections
change the orientation of the image.
Advanced Organizers
Use Visuals
Advanced organizers help students organize the information and retain 5 times more of the information.
VENN DIAGRAMS
red thick
small
VENN DIAGRAMS
LinearFunctions
QuadraticFunctions
Tools to Facilitate Deeper Thinking
Slope of line is zero
The line is__________
9
16 1 7
11
336
25
cause effect
a.
b. Place the numbers in the Venn Diagram:49 2 4 21
4
Targeted
Progress
Monitoring
Touring DC
Targeting the
K – 12
Essential
Mathematics Process
Standards
pages14 – 15
This is what the processstandards ‘sound-like’…
pages 35 - 36
RIGOR … with Nurturing
Name a value for the slope of a line.
State and graph a line that is perpendicular to
the line.
Name a value for the y-intercept of the line.
Describe in words, then graph the line.
Name a number for the slope of a line.
Describe what you know about your line.
Name the equation of a line perpendicular to the
existing line. Explain your process.
Name a number for the y-intercept of a line.
Describe what you know about your line.
Graph the line. Explain your process.
SPREAD the LOVE
Introduce your partner to the other people at your table. Form groups of three (3) or four (4).
Note: This may require recruitment from a neighboring table.
Rigor… with Nurturing!
A pilot wanted to know how many kilometers she flew on her last 3 flights. From NYC to London she flew 5,572 km. Then, from London to Beijing she flew 8,174 km. Finally, she flew 10,996 km from Beijing back to NYC. Round each number to the nearest thousand, then find the sum of the rounded numbers to estimate about how many kilometers the pilot flew.
Mrs. Smith’s class is learning about healthy eating habits. The students learned that the average child should consume about 12,000 calories each week. Kerry consumed 12,748 calories last week. Tyler consumed 11,702 calories last week. Round each to the nearest thousand to find who consumed closer to the recommended number of calories. Use pictures, numbers, and words to explain.
The cost of tuition at Cornell University is 43,000 per year when rounded to the nearest thousand. What is the greatest possible amount the tuition could be? What is the least possible amount the tuition could be?
A teacher asked her students to use estimation to decide if the sum of the problem below is closer to 4,000 or 5,000.
496 + 1,404 + 2,605 + 489 =One student replied that she thinks the sum is closer to 4,000. She used the estimation shown below to support her reasoning:
0 + 1,000 + 3,000 + 0 = 4,000Is the student’s reasoning correct? Use numbers and words o explain why or why not. If incorrect, explain a correct method.
Read carefully and follow directions. SHOW YOUR WORK.
1 2
3 4
page14
Norfolk Public Schools
WHY ACADEMIC VOCABULARY?
Briefly share what you know about
photosynthesis.
Tell a chain story about the process of
photosynthesis…
…without using words that begin with:
P, L, T
Spin the Wordmodified
• Remove the cards from the bag.• Place the deck of cards face
down in the center of the table.• Determine the order of playing
by each person rolling the die.• Each card contains:
• Math vocabulary word, and• Method of giving clues
• Remember:• Each person has a turn,• Each person has a lifeline!
• Enjoy!
History
Math
Math
Click on the arrow to start and stop spinner.
KEY QUESTION: Why are common assessments so important?
“You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.”
Rick Stiggins, Assessment Trainers Institute
WHY do we ASSESS:
1. INFORM INSTRUCTIONAL DECISIONS
2. ENCOURAGE STUDENTS TO TRY
• Form a team of two (2) people…• Determine the person with the most sisters
and send them to pick-up a grid sheet for each person.
• Distribute a grid sheet to each team member.
• One team-member will face the screen and give directions. The other team member will have their back to the screen and follow the verbal clues provided by their partner (clarifying questions are encouraged).
• NOTE: Team members should NOT be able to see what each other is drawing.
Talk to Me
Each pair should share with your other team members the method you used to graph the figure.
Discuss with your team:– Which method appeals to you?– Is there another method that you would prefer?
Prepare for a “pairs choice of method” with a new graph.
Follow-up Debriefing
Key Question
Did your performance on the second attempt to complete the
grid exercise improve after having an opportunity to self-assess your
initial strategy?
Research on Imagery as Elaboration
637 percentile pts. higher
than… …students who kept repeating definitions.
421 percentile pts. higher
than… …students who were using the terms in a sentence.
Students who used imagery to learn vocabulary, on average, performed
# of studies
63
Identifying Similarities and Differences
What processes can students engage in to identify similarities and differences?
Comparing
The process of identifying and articulating similarities and differences among items.
Classifying
The process of grouping things into definable categories on the basis of their attributes.
Creating Metapho
rs
The process of identifying and articulating the underlying theme or general pattern in information.
Creating Analogie
s
The process of identifying relationships between pairs of concepts (e.g., relationships between relationships).
WHAT’S MY RULE?Theme: Sports
YES NoStrike Stick
Split Puck
Pin Hoop
Gutter Goal
Rule: Bowling Terms
WHAT’S MY RULE?Theme: Geometry
YES NoTriangle Cube
Rectangle Pyramid
Square Pentagon
Quadrilateral Octagon
Rule: Plane figures with less than 5 sides.
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
Principal
Organizing Theme:
Things someone would say…
Student
TeacherSuperintendent
Parent
Cafeteria Worker
EDUCATIONALSTAKEHOLDER
EDITION
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
Try
PLANE FIGURE VOLUME VERTEX
CONGRUENT CYLINDER
TRAPEZOID
http://etc.usf.edu/clipart/
Thank you for your commitment to children!
"It's your attitude, not just your aptitude that determines your ultimate altitude."
--Zig Ziglar
Dan