Math Design Collaborative Overview Amy Lewis and Tiffany Schroyer
Jan 05, 2016
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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What are “FALs”?
• Formative Assessment LESSONS
• Well-engineered to uncover misconceptions
• Complete
• Teacher resources
• Scripted
• Aligned to CCSS and PA Core
3/28/2011 7
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
P-16
Ann’s method
P-17
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 [email protected](724) 550-5129
Tiffany [email protected](724) 938-7396 x711
Intermediate Unit 1 Math Contacts: