concept development and problem solving
DESCRIPTION
Formative Assessment Lessons. Concept development and Problem Solving. Stephanie Finn, Paulding County Amy Lundy, Jones County Kami Wyse, Hall County. Formative Assessment Lessons. Concept Development. Problem Solving. Commonalities. 2/3 of the way through the unit. - PowerPoint PPT PresentationTRANSCRIPT
CONCEPT DEVELOPMENT
AND PROBLEM SOLVING
Formative Assessment Lessons
Stephanie Finn, Paulding County Amy Lundy, Jones County Kami Wyse, Hall County
Formative Assessment Lessons
Concept Development
Problem
Solving
Commonalities 2/3 of the way through the unit. Pre-assessment/Post assessment Teachers give feedback to pre-assessment Students are paired based on pre-
assessment performance Not graded Accessible to ALL students Make effective use of Standards for
Mathematical Practice
Concept Development Concept Development lessons are
intended to assess and develop a students’ understanding of fundamental concepts through activities that engage them in classifying and defining, representing concepts in multiple ways, testing and challenging misconceptions and exploring structure.
Genres of Concept Development Lessons Classifying mathematical objects Interpreting multiple representations Evaluating mathematical statements Exploring the structure of problems
Structure of Concept Development Lessons--Student Students complete an assessment task
individually Whole class introduction Collaborative work on a substantial
activity Students share their thinking Students revisit the assessment task
Structure of Concept Development--Teacher Planning the lesson Framing the task Analyze the pre-assessment and
offer feedback Students will be grouped based
on COMMON misconceptions Whole group introduction
Structure of Concept Development--Teacher Facilitate the task, asking questions Facilitate the sharing of work Whole group discussion Give feedback questions Post-Assessment Analyze post-assessment
Mistakes and Misconceptions Why do students make mistakes in
mathematics? What different types of mistakes are
there? What causes these mistakes? How do you respond to each different
type of mistake? Why?
Grouping based on… Mistakes and misconceptions made on
the pre-assessment Look for common misconceptions This helps students get what they need
from the task
Problem Solving Problem Solving FALs are intended to
assess and develop students’ capacity to select and deploy their mathematical knowledge in non-routine contexts and typically involve students in comparing and critiquing alternative approaches to solving a problem.
Structure of Problem Solving Lessons--Students Complete an assessment task individually
“Having Kittens” Activity Whole class introduction Reflect on feedback question individually Collaborative work with a student whose approach is
differentThe collaborative pair will work to create a third solution that
is even better Checking posters Sharing of work Review sample work Revisit the assessment task
Structure of Problem Solving--Teachers
Planning & Preparation Framing the task Analyze the pre-assessment and give feedback Whole class introduction Analyze student work Allow students to reflect on feedback questions and improve their own work
Structure of Problem Solving--Teachers Facilitate collaborative work
Students are paired based on different approaches to the assessment task
Facilitate the sharing of work Whole group discussion
Sharing sample work Give the post-assessment Analyze post-assessment responses
Grouping Students are to be grouped based on
different approaches to reaching a solution
Practical Advice Allow students time to understand and
engage with the problem Offer strategic rather than technical hints Encourage students to consider
alternate methods and approaches Encourage explanation Model thinking and powerful methods
Differences
Concept Development Problem Solving
Intended to assess and develop understanding of fundamental concepts
Feedback given after task but before post-assessment
Students are grouped based on common misconceptions from pre-assessment.
Intended to assess and develop capacity to select and deploy mathematical knowledge in non-routine context
Feedback given as part of task
Students are grouped based on different strategies.
Ability Levels and FAL’s
Personal Experiences
Personal Experiences
1st Nine Weeks 2nd Nine Weeks 3rd Nine Weeks
83% 79% 93%
Without FAL Without FAL Using FAL
Amy Lundy’s Benchmark Scores– Powerful Data Results