Students using Assessments to focus their learning

1. Students using Assessments to focus their learning Pam Wilson, NBCT July 21, 2012 #TMC12, St. Louis, MO

2. Mathematical practices • 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.

3. Seven strategies of assessment for learning • Where am I going? • Provide a clear and understandable vision of the learning target. • Use examples and models of strong and weak work. • Where am I now? • Offer regular descriptive feedback. • Teach students to self-assess and set goals. • How can I close the gap? • Design lessons to focus on one aspect of quality at a time. • Teach students focused revision. • Engage students in self-reflection, and let them keep track of and share their learning. CASL, Stiggins, page 42

4. Unit Organizers / Pre-Assessments

8. Target Quizzes

9. Post-It Note Quizzes 1! 1 need some HELP! 2! I need a little more practice! 3! I’ve GOT IT!

11. Wrong answer analysis • Question # • What was it asking me to do? • How did I miss it? or What was my mistake? • If no work, This Answer is incorrect, because… • Correctly worked out / explained

14. Wrong Answer Analysis

16. Cumulative assessments • Every 6 weeks • Each new assessment score replaced the old. • Leading up to EOC / percentage of course grade. • Use it as a formative assessment – students can see what areas they may still need to be working in.

17. 10 of my favorite things! • Small Group Investigations!

18. 10 of my favorite things! • Data Collection Labs! • The Crow & The Pitcher (read Aesop’s Fables) • Look Out Below! (read articles about falling balconies) • Invasion of the Wiggies (Students write / present 30 sec Breaking News Announcement) • Marshmallow Catapults (Lab Report) • I used to give them the lab sheet, step by step instructions… • Now, I give them the scenario – and ask if there are #ANYQS (Dan Meyer!) • Let them create a plan – just have materials ready to go! • When its their question they’re trying to answer…they are engaged!

19. 10 of my favorite things! • Geogebra.org – its FREE! Geogebratube.org • Differentiate Instruction – Open Questions • Y = 3x + 5 Y = ½ x – 7 How are they alike? Different? • A line has slope ¾ , give me 2 possible coordinate points. • Give students the graph of a line and ask them to tell you everything they know about the line.

20. 10 of my favorite things! • MJPs Ultimate Math Lessons (BIG BLUE BOOK) – Monster Trucks • I do, We do, You do • Bob Garvey www.mathmadness.orgQuadratic Formula • NAGS – Multiple Representations / Modeling • Numerical – Table of Values • Algebraic - Equation • Graphical • Scenario / Sentence • DropBox.com • Formative Assessment Lessons

21. A Brief History of the Formative Assessment Lessons CCSS Geoff Krall

22. Common “I likes…” • Pre-Assessment • Guiding Questions • Variety of Scaffolding Tasks • Student Analysis of sample work • Card activities and manipulatives • Pushes the inquiry • Pre-assessment • Emphasis on questioning techniques • Emphasis on improving own work • Provided a “break” for students to “swim” in pure mathematics for a while • Provided a place for teachers to “take stock” of student learning Geoff Krall

23. Typical Format of FALs Geoff Krall

24. Flowing Liquid

25. Flowing Liquid

26. Liquid flowing out of the top prism 1

27. Liquid flowing out of the top prism 2

28. Liquid flowing out of the top prism 3

29. Liquid flowing out of the top prism 4

30. Liquid flowing out of the top prism 5

31. Liquid flowing out of the top prism 6

32. Graphs

33. Working Together The graphs represent the flow of a liquid either out of the top prism or into the bottom prism of the container. Take it in turns to match two cards that represent the movement of water in the same container. Place the cards next to each other, not on top, so that everyone can see. When you match two cards, explain how you came to your decision. Your partner should either explain that reasoning again in his or her own words, or challenge the reasons you gave. Some graphs are missing information, such as a scale along an axis. You will need to add this scale. You both need to be able to agree on and explain the match of every card.

35. Sharing Work If you are staying at your desk, be ready to explain the reasons for your group’s graph matches. If you are visiting another group, copy your matches onto a piece of paper. Go to another group’s desk and check to see which matches are different from your own. If there are differences, ask for an explanation. If you still don’t agree, explain your own thinking. When you return to your own desk, you need to consider as a group whether to make any changes to your own work.

36. Where to look… www.map.mathshell.org http://kentoncountymdc.wikispaces.com/

37. Give students opportunities!