pick up your new book! • If you were out last month, the handouts are on the circular table in front of Betsy. • If you signed the sheet that you are missing materials, they are on the table under the screen on the high school side. • While you are eating breakfast, please look over the “Rigor on Trial” debrief on the back of your agenda.
93
Embed
Please go to Betsy’s table to pick up your new book!
Please go to Betsy’s table to pick up your new book!. If you were out last month, the handouts are on the circular table in front of Betsy. If you signed the sheet that you are missing materials, they are on the table under the screen on the high school side. - PowerPoint PPT Presentation
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Please go to Betsy’s table to pick up your
new book!• If you were out last month, the
handouts are on the circular table in front of Betsy.
• If you signed the sheet that you are missing materials, they are on the table under the screen on the high school side.
• While you are eating breakfast, please look over the “Rigor on Trial” debrief on the back of your agenda.
JANUARY GRREC MATH NETWORK
January 24, 2012
GRREC Math Facilitation TeamTeresa
Emmert, KDE Math Content
Specialist
Karen Campbell,
River Region
Melissa Biggerstaff, Caveland
Kim Estes, GRREC
Sandra Baker, GRREC
Tim Sears, KDE Math Consultant
Janet Tassell, WKU
Norms• Be present and engaged in our work.• We are equal partners.• Seek first to understand and then to
be understood.• Stay positive.• Respect ideas of others.• One voice rule – no private
conversations.• Be productive.• Be flexible and willing to change.
October Road Map
November Road Map
Targets1. Participants can create Parallel Tasks in order to differentiate for students.
2. Participants can provide effective oral and written feedback to students, in order to move their learning forward.
Targets3. Participants will deepen their understanding of implementing a FAL by creating a lesson that embeds the Key Strategies of Formative Assessment.
4. Participants can select appropriate formative assessment strategies to positively impact student learning.
Targets5. Participants will deepen their understanding of number, operations, algebraic thinking and mathematics pedagogy.
Target
Participants can create Parallel Tasks in order to differentiate for students.
PARALLEL TASKS
Parallel Tasks1st Turn/Last Turn
Elementary – Good Questions book: pg. 10-14Middle/High – More Good Questions book: pg. 11-16
• At your table, each member silently reads the section on Parallel Tasks
• Highlight items that have particular meaning to you.• Person with birthday closest to Christmas will go first and
read one of their items highlighted but will not comment on it.• In round-robin fashion, group members comment on the first
person’s identified item with no cross-talk.• When everyone has commented, the initial person who named
the item will share his or her thinking about the item and therefore gets the last turn.
• Repeat the pattern around the table.
Be prepared to share the main points your group discussed.
Target
Participants can provide effective oral and written feedback to students, in order to
move their learning forward.
Where Am I Going?
Strategy 1: Provide students with a clear and understandable
vision of the learning target.
I can provide effective oral and written feedback to students, in order to move
their learning forward.1. Identify word or words needing clarification.2. Define the word(s).
3. Convert the definition to language your students are likely to understand.
Your own definition of feedback:reveal student strengths and weaknesses with respect to the specific expectation(s) of the assignment.
Student-friendly definition of feedback:reveal student strengths and weaknesses regarding the specific expectation(s) they are trying to hit in a given assignment.
Learning Target with Success Criteria
I can provide effective oral and written feedback to students, in order to move their learning forward.This means I can…. reveal student strengths and weaknesses regarding the specific expectation(s) they are trying to hit in a given assignment.
Using a Rubric to Define the Learning
• How would you describe the characteristics of a good solution to a multi-step mathematics problem?
• Solve the 5th grade mathematics problem.
• After working the problem, what other characteristics of a good solution come to mind?
Using a Rubric to Define the Learning
How does our list of characteristics of a good
solution compare with the rubric provided focusing on
mathematical problem solving?
Where Am I Going?
Strategy 2: Using Strong and Weak
Examples
Rubric for Problem Solving
• Read the rubrico Begin with the “5” level.o Read the “1” level next.o End with the “3” level.
• Review the student work labeled ‘Sample 1’o Is this student work weak or strong based on our rubric?o Note your judgment on the chart.o Refer to the rubric and find phrases that describe the quality
of the sample.
• Score ‘Sample 1’o Assign and record a score.o Record the phrases from the rubric that justify the score.
Poll Everywhere
Sample 2• Review the student work labeled
‘Sample 2’o Is this student work weak or strong based on our rubric?o Note your judgment on the chart.o Refer to the rubric and find phrases that describe the
quality of the sample.
• Score ‘Sample 2’o Assign and record a score.o Record the phrases from the rubric that justify the
score.
Poll Everywhere
Where Am I Now?
Strategy 3: Offer Regular and Descriptive
FEEDBACK
Feedback is not always or even usually
successful.
• 1/3 of studies – FEEDBACK WORSENS PERFORMANCE
• 1/3 of studies – NO DIFFERENCE IN OUTCOMES WITH AND WITHOUT FEEDBACK
• ONLY in 1/3 of studies – FEEDBACK CONSISTENTLY IMPROVED PERFORMANCEKluger & De Nisi’s (1996)
meta-analysis on feedback
Feedback Reflection1. When do students in your
class receive feedback on their progress?
2. What forms does feedback take in your classroom?
3. What do you expect students to do with feedback information?
Three-Minute Conference
Student Work – Sample 3
• Work with a partner. • Assign an A Partner and a B Partner by
deciding who stayed up the latest last night. o PARTNER A – Stayed up the latesto PARTNER B – Went to sleep earliest
• Partner A is the student whose work is shown in Sample 3.
• Partner B is the teacher.
Three-Minute Conference
Student Work – Sample 3• Using Sample 3 and the Rubric used earlier:
o PARTNER A – Fill out the My Opinion section of the Three-Minute Conference Assessment Dialogue Form.
o PARTNER B – Analyze the student work according to the Rubric, assign and record a score, and record the phrases from the rubric that justify the score.
• Spend the next three minutes discussing what you each recorded.
• Partner A, the student, would take notes on what Partner B, the teacher pointed out as strengths and areas to work on and formulating a plan to improve.
• How could you make this work in your classroom?
• How could you support students using this strategy to give feedback to each other?
Three-Minute Conference
Feedback Checklist
• Complete the checklist
• Skim Chapter 3 in your new book for homework.
75 Math FACTS
I can select appropriate formative assessment
strategies to positively impact student learning.
Morning BREAK
Elementary TargetParticipants will deepen their
understanding of number, operations, algebraic thinking and mathematics
pedagogy.
Investigating Addition & Subtraction
And Multiplication & Division
How do you define addition and subtraction?
How do you define multiplication and division?
How do you introduce these concepts in the classroom?Adapted from GRREC Summer WorkshopTim Sears KDE Math Consultant [email protected]
Sorting Cards Activity
Divide into 2 teams at each table.Each team will be given a stack of cards. Write a number sentence on each card that represents the problem.Sort the cards into groups that make sense to your team members.Then tape the different groups of cards onto poster paper.Label/Name each group of cards based on how you grouped them.
Addition & Subtraction Structures
Van De Walle, Teaching Student-Centered Mathematics
JOIN
RESULTINITIAL
CHANGE
SEPARATE
RESULTINITIAL
CHANGE
Addition & Subtraction Structures
Van De Walle, Teaching Student-Centered Mathematics
PART-PART-WHOLE
PartPart
Whole
Addition & Subtraction Structures
Van De Walle, Teaching Student-Centered Mathematics
Van De Walle, Teaching Student-Centered Mathematics
Large Set
Sandra had 8 pennies. George gave her some more. Now Sandra has 12 pennies. How many did George
give her?Identify the Initial, Change and Result amounts from this problem. Using counters, model(solve) the problem as you think students might do. How does this connect to your number sentence?
ResultJoin ProblemsCards: A, E, G
Addition & Subtraction Structures
Van De Walle, Teaching Student-Centered Mathematics
Sandra had 12 pennies. She gave some to George. How many did she give to George?
Identify the Initial, Change and Result amounts from this problem. Using counters, model(solve) the problem as you think students might do. How does this connect to your number sentence?
ResultSeparate ProblemsCards: C, I, K
Addition & Subtraction Structures
Van De Walle, Teaching Student-Centered Mathematics
George and Sandra put in 12 pennies into the piggy bank. George put in 4 pennies. How many pennies
did Sandra put in?Identify the parts and the whole in the problem. Using counters, model(solve) the problem as you think students might do. How does this connect to your number sentence?
Part-Part-Whole ProblemsCards: J, H
Addition & Subtraction Structures
Van De Walle, Teaching Student-Centered Mathematics
George has 4 more pennies than Sandra. George has 12 pennies. How many pennies does Sandra
have?Identify the large set, small set and difference in the problem. Using counters, model(solve) the problem as you think students might do. How does this connect to your number sentence?
Compare ProblemsCards: B, D, F
Addition & Subtraction Structures
Van De Walle, Teaching Student-Centered Mathematics
1.OA.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart,and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.2
2See Glossary, Table 1.
Kindergarten OA
CRITICAL Area-Grade 1
Grade 2-OA
Multiplication-Equal Groups
Multiplicative Comparison
Grade 3 Critical Area
Third Grade-OA
Grade 4 - OA
Addition, Subtraction, Multiplication, & Division
Structures
How may understanding the addition, subtraction, multiplication and division structures assist you in teaching these concepts in your classroom?
Van De Walle, Teaching Student-Centered Mathematics
Middle/High TargetParticipants will deepen their understanding of
implementing a FAL by creating a lesson that embeds the Key Strategies of Formative
Assessment.
Model Lesson Target
Students will model with mathematics.
Linear/Quadratic Card Sort
• Remove cards from bag• Decide as a team how to sort them• Sort the cards• Justify your sort to your ‘teacher’• Follow additional oral directions
given by your ‘teacher’o Linear Sort ‘teacher’ – JanetoQuadratic Sort ‘teacher’ - Kim
Linear DominoesEquation/Scenario Cards• Randomly choose one card
as a starting piece. • Place all other cards face up• Players take turns matching
dominoes to either end• Players must be able to
justify their match to each other if questioned
• Game is done when all dominoes are matched (should be able to create a loop)
Table/Graph Cards• Shuffle all cards and place
face down• Each player takes 3 cards• Player with the most vertical
line plays a card first• Player 2 links one of his/her
dominoes to either end of the one in play OR takes a domino from the pile
• Play continues until one player has played all of his/her dominoes
Master GameBoth pairs join together and use all cards
May use either procedure for play
Middle/High School Target
Participants will raise their awareness of the need to use NAGS when representing
algebra problems.
Lunch
Elementary– 11:30-12:00
Middle – 11:45-12:15
High – 12:00-12:30
Writing a Lesson Around Big Idea
Work together to complete a lesson with the key strategies of formative assessment
embedded.
PARALLELTASKSOPEN
QUESTIONSEngineer questions before the lesson to address the misconceptions identifiedMISCONCEPTIONS
Anticipate the problems students may have with the
taskRIGO
RCriteria for High Cognitive Demand
CONTENTStandard(s)?
Target(s)?Standard consistent
vocabulary?
How do you Check for Congruence?
Are students experiencing the intent of the standards?
Proposed TaskMs. Brown’s class will raise rabbits for their spring science fair. They have 24 ft. of fencing with which to build a rectangular rabbit pen to keep rabbits.
• If Ms. Brown’s students want their rabbits to have as much room as possible how long would each of the side of the pen be?
• How long would each of the sides be if they only had 16 ft. of fencing?
• How would you go about determining the pen with the most room for any amount of fencing? Organize your work so that someone else who reads it will understand it.
First
Read the language of the Standard(s) the task is
intended to assess.
Measurement Standard
4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
Look at the deconstructionof the Standard(s).
Second
Knowledge Targets
Reasoning Targets
Solve area and perimeter problems in which there is an unknown factor (n).
Apply the formula for area of a rectangle to solve real world and mathematical problems.
Apply the formula for perimeter of a rectangle to solve real world and mathematical problems.
Know that the formula for the area of a rectangle is L x W.
Know that the formula for the perimeter of a rectangle is 2L + 2W or L+L+W+W.
Selected Standards for Mathematical Practice
• Make sense of problems and persevere in solving them.
• Model with mathematics.• Attend to precision.
How do you Check for Rigor?
Consider the Cognitive Demand of the task.
Linking to Research: The QUASAR Project
• Low-Level Tasksomemorizationoprocedures without connections to
*WHEN FINISHED, RECORD YOUR EVIDENCE & ASK ONE OF THE FACILITATORS FOR THE NEXT ACTIVITY CARD
Task
Misconceptions
What are common issues students might have with this
content?
How will you know if students have these misconceptions?
*WHEN FINISHED, RECORD YOUR EVIDENCE & ASK ONE OF THE FACILITATORS FOR THE NEXT ACTIVITY CARD
Create a set of open questions for the task.
*Keep in mind the identified misconceptions.
Questions
*WHEN FINISHED, RECORD YOUR EVIDENCE & ASK ONE OF THE FACILITATORS FOR THE NEXT ACTIVITY CARD
Using the Good Questions book, create a set of Parallel Tasks to
differentiate your lesson.
Parallel Tasks
*WHEN FINISHED, RECORD YOUR EVIDENCE & ASK ONE OF THE FACILITATORS FOR THE NEXT ACTIVITY CARD
ExtensionsIf your group finishes with these components of the lesson, you will have extension activities.
• Create a pre and post-assessment to show growth.
OR• Create a collaborate activity with
cards, game, etc.
Break
Make sure to pick up your new book during break!
TargetParticipants can articulate the
goals and purpose of the content leadership networks.
http://youtu.be/8f_93WSSfNc
They’reWorth
It
My Three Words
My Three Words**We are half way through the year.**
We are half way through the Network Timeline.What IS the purpose?
What have you learned?How has your involvement impacted your
classroom, school, district?
• Discuss these questions.• As a district team come up with an “Our Three
Words” to describe your experience in the Network.• Pose for your “team photo”!
District Team Planning
• Reflection
• Action Plan
3 Way Tie
3 Way Tie
• Along each side of the triangle, write a sentence that relates the two terms on each vertex.
• Use your three sentences to develop a brief summary of the concept.
*There is an example on the back of the template.
Closing CommentsTurn In• EvaluationsHomework• Skim Ch 3 in Seven Strategies book• Read article • K-8 – Read Ch 5 in Van de Walle• High School – Read Ch 6 in RSM• Share Action Plan with District Leadership