+ washington state mathematics fellows heather dorseydecember 4 th
TRANSCRIPT
+Washington
State Mathematics
Fellows
Heather Dorsey December 4th
+Agenda
Connecting with Partners
Putting the Shifts into practice—How do we ensure coherence?
Formative Assessment Cycle and Connecting Tasks to the Domains of Focus
Planning next steps
LUNCH 12:30ish-1:30ish
+Purpose of the Fellows
To be a part of and support a system that focuses on math making sense for all students. --Leadership in the Extended Community
This requires all of us to be intentional about putting the shifts into practice to reflect the CCSS vision both around the student making sense of the mathematics and demonstrating that understanding. –Leadership of Others and Self
The Fellows will use a formative assessment cycle that will support change in practice and experiences students have with the mathematics. –Leadership of Self
+Plan for the year
Four regional meetings
One state-wide meeting (for a subset of the Fellows)
Meetings centered around:
Leadership of Self Learning together and learning of new resources Engaging in a formative assessment cycle
Leadership of Others Reflecting on leading adult learners—Professional Development
Clips Planning next steps
Leadership in the Extended Community Providing feedback to the state-wide system Planning next steps
+Reflect on the PD you accomplished since our last meeting or that you are planning
Discuss with your group: What did you do? Who was your audience? How did it go? What were your challenges?OR What are you planning on doing? Who will your audience be? What challenges do you see arising?
+Connecting with PartnersLeadership in the Extended Community
Consider all of the partnerships that will be important to ensure the implementation and success of your Fellows work.
Write each one on a sticky note and place all of them around the circle on your poster paper.
+Current Reality
Consider the current reality of your network of partnerships as a Math Fellow.
Use a solid, dashed or no line to show the strength of your network partnerships within your circle.
Then post on wall.
Curriculum Leads
Parents
Higher Education
Community
Superintendent
Principals
You
Teachers
Strong Partnership
Marginal Partnership
No Partnership
+Network of Partnerships
Gallery Walk
Find someone who has different connections than you and discuss successes
+Connecting with PartnersWhat is your strongest partnership
within your network? (share why?)
Where do you need to strengthen your partnerships in your work as a Math Fellow? How?
Discuss with your administrator how they can support you as a Math Fellow.
+Greater Focus, More Coherence
Elmore urges us to do less with greater focus. Most low-performing schools don’t need more programs, or even more resources. They need a more powerful, coherent culture of instructional practice.
Instructional Core
Student
ContentTeacher
+The Three Shifts in Mathematics—Leadership of Self and Others
Focus: Strongly where the standards focus
Coherence: Think across grades and link to major topics within grades
Rigor: In major topics, pursue with equal intensity: Conceptual understanding Procedural skill and fluency Application
+ Shift Two: Coherence Think across grades, and link to major topics within grades
Carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.
Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.
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+Implications of the TaskLeadership of Self
Review your task if everyone did not give the same task and share how it relates to your domain:
K-2 NBT 3-5 NF 6-8 RP HS F or G
What patterns did you observe about your students’ work as a whole?
What common misconceptions did you notice?
What experiences do you need to provide your students with this year?
+ Coherence
“The Standards are not so much built from topics as they are woven out of progressions.”
Structure is the Standards, Publishers’ Criteria for Mathematics, Appendix
+A Progression of LearningLeadership of Self and Others
Read the progression for the grade levels that you are assigned to, as you read use the symbols: + things that are familiar to you ! things that are new to you ? things that you have a question about
Discuss one item that was new to you and one item that you have a question about
+A Progression of LearningLeadership of Self and Others
K-2 Numbers and Operations in Base Ten 3-5 Numbers and Operations with Fractions 6-7, 8 Ratio and Proportion, (Expressions and
Equations 8th) 8, HS Functions (HS can choose two options for
reading: Everyone read pages 2-10: Overview, Grade 8 ,
Interpreting Functions Everyone read the overview (pages 2-4) and each
take a section depending on course: 8th Grade- Grade 8 (pages 5-6) Alg.1- Interpreting Functions (pages 7-10) Alg.2-Building Functions (pages 11-15) Geometry-Trigonometric Functions (pages 18-
21)
+Finding CoherenceLeadership of Self and Others
Use the Instructional Alignment Chart to focus your conversation on the Coherence the progression provides within your identified cluster: K-2: K.NBT.A, 1.NBT.B, 2.NBT.A 3-5: 3.NF.A, 4.NF.A, 5.NF.A 6-8: 6.RP.A, 7.RP.A, 8.EE.B HS: 8.F.A, F.IF
+Reflection of LearningLeadership of Self
What are the implications for your classroom practice you discovered from looking at the Learning Progressions through the lens of coherence?
What are some changes you will make with your students to raise their understanding of mathematics content using the progressions?
+
The Role of Tasks in Formative AssessmentLeadership of Self and Others
+
+Definition of Formative Assessment Process
Formative Assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve students’ attainment of curricular learning targets/goals.
+After the Task is Selected…The Formative Assessment cycle…a process not a product
…the gathering of information about students to inform and guide instruction
…the longer it takes to use the information the less effective it becomes
Clarify
Intended
Learning
Elicit
Evidence
Act on
Evidence
Interpret
Evidence
+Four Attributes of the Formative Assessment Process
Page 24
Clarify IntendedLearning
Elicit Evidence
Act onEvidence
Interpret Evidence
+Clarify Intended Learning
Helps students and teachers understand expectations and goals (what students will learn, not activities)
Learning friendly targets and success criteria which indicate the measureable behavior
Clarify IntendedLearning
+Elicit Evidence
No single way to elicit evidence: InteractionAppropriate questionsFocused observationAnalyzing student work
Can be planned or spontaneous
Informal assessment activities by:Teacher, Self-assessment, or Peers
Elicit Evidence
+Margaret Heritage
“…whatever method teachers use to elicit evidence of learning, it should yield information that is actionable by them and their students.” (2011)
Elicit Evidence
+Interpret Evidence
Used to determine where the students are in relationship to the learning target
Informs adjustments to instructional plans
Can be interpreted by:Teacher, Student, or Peers
Interpret Evidence
+Act on Evidence Provide Timely, Descriptive and Actionable
Feedback Give active steps students can take to move
toward the learning target Have students self-assess and use peer
assessment Help students be aware of strategies they
can use to move learning forward (draw a picture, work backward, reread a text)
Adjust Instruction Mini tutoring groups Flexible student group work
Act onEvidence
+Popham
“…carefully crafted descriptive feedback will improve what goes on in almost every classroom.” (2011)
Act onEvidence
+
Lunch
+Assessment for and of Learning
Read pages 26-35 with the 3 Levels of Text Protocol in Mind
Classroom Assessment for Student Learning: Doing It Right - Using It Well (2nd Edition)-Rick Stiggins
+Improving the Instructional Core
Principle Four – Task predicts performance
Principle Five – Real Accountability is in the task
How is the formative assessment cycle supportive of these principles?
Instructional Core
Student
ContentTeacher
+A Tale of Two Tasks
Think privately about the different strategies students would use to go about solving each version of the task
–Martha’s Carpeting–The Fencing Task
Talk with your neighbor about how the different versions might engage your students
+Comparing Two Mathematical TasksHow are Martha’s Carpeting Task and
the Fencing Task the same and how are they different?
+Similarities and Differences
Similarities
Both are “area” problems
Both require prior knowledge of area
Differences The amount of thinking
and reasoning required
The number of ways the problem can be solved
Way in which the area formula is used
The need to generalize
The range of ways to enter the problem
+Mathematical Tasks:A Critical Starting Point for Instruction
Not all tasks are created equal, and different tasks will provoke different levels and kinds of student thinking.
Stein, Smith, Henningsen, & Silver, 2000
+ What makes a “high quality” task different from a “rich” task?
Adapted from: Common Core Mathematics in a PLC at Work 3-5 Larson,, et al
The Scope of the mathematics Can address a single standard within a cluster Although not focused on connections it must be a task that
enriches the students understanding of mathematics May also focus only on one or two of the Standards for
Mathematical Practice May be an opportunity for students to demonstrate
individual thinking or building of concepts
The Time required Rich tasks typically take an extended period of time while a
high quality task(s) could be done during the course of a single period
+Differences between a rich task and high quality tasks
Lots of overlap - both provide students with opportunities for develop mathematical content and use standards for mathematical practices
High quality tasks have a smaller scope…
Curriculums often provide opportunities for rich tasks, although they may need tweaking, but most do not provide high quality tasks.
+Criteria for a Rich Task 1. Is the task interesting to students?
2. Does the task involve meaningful mathematics?
3. Does the task provide an opportunity for students to apply and extend mathematics?
4. Is the task challenging to all students?
5. Does the task support the use of multiple strategies and entry points?
6. Will students’ conversation and collaboration about the task reveal information about students’ mathematics understanding?
Adapted from: Common Core Mathematics in a PLC at Work 3-5 Larson,, et al
+Optional for a high quality task
1. Is the task interesting to students?
2. Does the task involve meaningful mathematics?
3. Does the task provide an opportunity for students to apply and extend mathematics?
4. Is the task challenging to all students?
5. Does the task support the use of multiple strategies and entry points?
6. Will students’ conversation and collaboration about the task reveal information about students’ mathematics understanding?
Adapted from: Common Core Mathematics in a PLC at Work 3-5 Larson,, et al
+Environment for Rich/High Quality Tasks
Learners not passive recipients of mathematical knowledge
Learners are active participants in creating understanding and challenge and reflect on their own and others understandings
Instructors provide support and assistance through questioning and scafolding as needed
+Impact of Teachers
Read the scenarios of how the Fencing Task was implemented.
Determine what has happened to the mathematics as the task was implemented.
Use the SMP #3 rubric to determine what the scenarios demonstrate
+Real Accountability is in the TasksLeadership of Self and Others Elmore mentions that: “it is essential that
educators work on the observation and analysis of teaching practice and watch students (not just see what they are assigned to do, but what they are actually doing).”
Instructional Core
Student
ContentTeacher
+Impact of Teachers
Consider Scenario A
Highlight opportunities to use formative assessment to gather information about student scores for SMP #3
How would you gather the data?
And what would you do with it?
How does this connect to Elmore’s principles?
+Assessment for and of Learning
Discussion of Strategies 5-7 now that we have data from our tasks how do we
“close the gap” in the domain that is a major focus for our grade band and SMP#3
+Can’t see it in the Core, it isn’t there—Leadership of Self and Others
Often through curriculum mapping and common assessment schedules we think all students are getting the same instruction, but Elmore finds that while curriculum and assessments may be common what different teachers expect of their students, variance in the skill with which the teachers deliver the curriculum, and the varying levels in which students were actively involved (not just “doing” what they are given but digesting it, making connections and new applications to deepen and extend knowledge) produce significant differences in student learning
Instructional Core
Student
ContentTeacher
+Focusing Together—Leadership of Others and in the Extended Community
Domains of Focus: K-2 NBT 3-5 NF 6-7, 8 RP, EE 8, HS F
Link progression/Instructional Alignment Chart/Mathematical Practice Piece to ideas of teaching
+From Research to Classroom Practice—Leadership of Others and in the Extended Community Take a few moments to consider your year and your
role as a CCSS-M Fellow Sketch out a plan/commitments for
implementing/deepening formative assessment for instruction in classroom - how do we know we are on the path to success?
Talk with your group for ideas
Focus on what you will do between now and January 22 Connect with your Partners Progression Professional Development Clip Instructional Alignment PD Clip Utilize an idea connected to the focus domain
+See you at 9:00 am on January 22nd Remember to:
• Implement your plan
Email to Heather before Jan 22nd Your Task Idea Your “Leading Professional Learning Plan”
Clock Hours—register for Course ID 46611