Making Connections Through Teaching and Learning

1. Making Connections Through Teaching and Learning Rosann Hollinger Lee Ann Pruske Sharonda M. Harris Bernard Rahming February 17 & 23, 2010 MTL Meeting Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

2. Learning Intention We Are Learning To… understand connections among formative assessment principles (learning intentions and success criteria), questioning, and maintenance of high level cognitive demands during lesson planning and instruction. • Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

3. Success Criteria You will know you are successful if at the end of the session you can articulate the importance of incorporating formative assessment principles (learning intentions and success criteria), questioning and maintenance of high level cognitive demands during lesson planning and instruction. Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

4. Principles of Assessment for Learning • Formative Assessment Principles • 1. Teachers articulate the Big Math Ideas in the lesson • 2. Teachers use student friendly language to articulate the math (Learning Intentions). • 3. Students can describe what mathematical ideas they are learning in the lesson (Success Criteria). • 4. Teachers can articulate how the math lesson is aligned to the Learning Targets and Descriptors. Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

5. Mathematical Task Individually • Think about the mathematical task you have been given • What do you know? • What is the task asking? • How might you solve it? • What is the big math idea? Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

6. Mathematical Task Table Group • Discuss the math in the task • Discuss the big math idea • Identify the learning target and the Wisconsin State Descriptors • Solve the problem and share strategies Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

7. Learning Intentions/Success Criteria Develop Learning Intention for the mathematical task Develop Success Criteria for this mathematical task Record in your journal Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

8. As a table group, develop questions to use during instruction: To activate background knowledge To push student reasoning To summarize the key math idea of the lesson Record the questions in your notebook. Questions Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

9. TASKS As they appear in curricular/ instructional materials TASKS As set up by teachers TASKS As implemented by students Student Learning Mathematical Tasks Framework Figure 1.3 A representation of how mathematical tasks unfold during classroom instruction. (Stein & Smith, 1998, Mathematics Teaching in the Middle School)

10. Teaching the Mathematical Task • Each table will identify a teacher and a recorder. • The teacher and the recorder will travel to a new table. • The teacher will teach the task to the new table group. • The recorder will capture questions asked during teaching. Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

11. Task Group Debriefing • Which questions maintained the high cognitive demand level? • What factors declined it? • What was it like to be the student? • What was it like to be the teacher? • How did preparing the questions ahead of time and as a group help? Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

12. Success Criteria You will know you are successful if at the end of the session you can articulate the importance of incorporating formative assessment principles (learning intentions and success criteria), questioning and maintenance of high level cognitive demands during lesson planning and instruction. Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

13. Connecting the Pieces Discuss at your table why it is important to keep in mind: • Formative Assessment Principles • 1. Teachers articulate the Big Math Ideas in the lesson • 2. Teachers use student friendly language to articulate the math(Learning intentions). • 3. Students can describe what mathematical ideas they are learning in the lesson (Success Criteria). • 4. Teachers can articulate how the math lesson is aligned to the Learning Targets and Descriptors. • Preparing questions • Maintaining high cognitive demand level Record a few ideas in your notebook Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

14. Professional Practice • Leader of Self – Plan and teach a lesson using the “Lesson Planning with Formative Assessment Principles” template making the connection to formative assessment principles, cognitive demands, and questioning • Bring the lesson, the completed template, and a short reflection. Be ready to share with the group at the March MTL meeting. Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

15. Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation