Lesson Planning with Formative Assessment Principles: Sharing Our Stories

1. Lesson Planning with Formative Assessment Principles:Sharing Our Stories Pandora Bedford Cynthia Cuellar Astrid Fossum Janis Freckmann Melissa Hedges DeAnn Huinker Rosann Hollinger Connie Laughlin Laura Maly Mary Mooney Lee Ann Pruske Bernard Rahming Beth Schefelker

2. Session Goal Participants will deepen their understanding of lesson planning with formative assessment principles

3. What We Will Accomplish: • Table discussion around MTLs use of the “Lesson Planning with Formative Assessment Principles” template • Whole group discussion featuring MTSs and MTLs • Lesson Planning with Formative Assessment Principles using an 8th grade lesson • Summarize our learning experience of bringing formative assessment practices to our daily classroom practice

4. Revisiting the Learning Team Continuum and the first four Assessment Principles • Silently recall the first four Assessment Principles that are align to the Learning Team Continuum • Turn to your shoulder partner and state the first four Formative Assessment Principles in your own words • As you discuss each principle, share ideas of what each Formative Assessment Principle means in day-to-day classroom practice

6. Reflect on Lesson Planning with Formative Assessment • In your MTL journals respond to the following questions: • Did you attempt the homework of Lesson Planning with Formative Assessment? • Why or why not? • As a table group, share your responses

7. Sharing of MTLs’ work • Mixed grade levels • Work as table group • Expectations for working in groups • Honor the presenting teacher • No sidebars • Listen without interruptions • Take notes • Ask questions at the end • Others?

9. Debrief of Sharing of MTLs’ Work • How did this process change the way you plan a lesson? • How did this process support your classroom teaching? • How did this process support student learning and motivation?

11. Examining an 8th grade Lesson • Independently read the lesson • As a table group, complete Part 1: Selecting and Setting Up a Mathematical Task on chart paper • Important Mathematics to Develop • Learning Target / Descriptors • Student Friendly Language • Success Criteria • Discuss posters of Part 1: Selecting and Setting Up a Mathematical Task

12. Debrief of Part 1 posters • Important Mathematics to Develop • Learning Target/Descriptors • Student Friendly Language • Success Criteria

13. Examining an 8th grade Lesson continued • Complete Part 2: Support Student Exploration of the Task • A question to access student background knowledge • A question to push student(s) thinking • A question to help the student summarize the important ideas from the lesson • Part 3: Sharing Exploration of the Task • Whole group discussion to summarize the important mathematics of the lesson • This should tie back to the success criteria

14. Final Discussion • How can I use this process in my school “system”? • How does this process relate to Leadership of Self and Leadership of Others?

15. Conclusions • MTLs and MTSs using this in classrooms have noticed a difference in teaching practice and student learning. • Using formative assessment principles when lesson planning brings formative assessment into classrooms on a day-to-day basis. • A formative assessment system is more than discrete parts such as CABS and descriptive feedback.

16. Session Goal Participants will deepen their understanding of lesson planning with formative assessment principles

17. May Homework For May, bring back a completed Lesson Planning with Formative Assessment Principles template of a lesson you taught. Be ready to share your experience based on the following questions: • How did this process change the way you planned a lesson? • How did this process support your classroom teaching? • How did this process support student learning and motivation?