Partners for Mathematics Learning

1. 1 PARTNERS forMathematicsLearning FormativeAssessmenttoSupportStudentLearning Module1 GradesK-2 Learning Targets Partners forMathematicsLearning

2. 2 ClassroomAssessment Inyourjournalrespondtotheseprompts: Whatareyoumostpleasedaboutinyour classroomrelatedtoformativeassessment (understandingyourstudents’thinking)? Whatareyoumostinterested inimprovingorchanging? Whatspecificquestionsdo youhave? Partners forMathematicsLearning

3. 3 Memories… Thinkofapositivepersonal experienceyouhavehad withassessment Whatmadeitpositive? Describehowitmadeyoufeel Thinkofanegativepersonalexperience youhavehadwithassessment Whatmadeitnegative? Describehowitmadeyoufeel Partners forMathematicsLearning

4. Parters forMathematicsLearning

5. 5 OverviewofModules Module1:LearningTargets Module2:QuestioningandTaskSelection Module3:InferencesandFeedback Module4:MakingStudentsActivePartners Module5:StudentSelf-Assessmentand Responsibility Module6:DecisionsandCollaboration AroundAssessment Partners forMathematicsLearning

6. 6 GoalsofModule1 Identifytheroleofon-goingassessment anditsimpactonstudentlearningand achievement Introducetheteachingandlearningcycle Clarifythemeaningoflearningtargetsand theirimportancetoassessment Identifylearningtargetsforgradelevel standards Partners forMathematicsLearning

7. 7 DPIModelforAssessments To
Evaluate
Knowledge… o
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Appropriately
Used To
Inform
Instruc-on… o
Centralized
Benchmarking Tools o
Systema=c
Forma=ve Assessment
PD
Modules Built
on
what
is
most important
for
students
to learn
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21st
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 (Statewide) Benchmark

 (Classroom,
School,
 District) Forma-ve
Assessment (Classroom) Essen-al
Standards

8. 8 RoleofFormativeAssessment “Whenassessmentisanintegralpartof mathematicsinstruction,itcontributes significantlytoallstudents’mathematics learning.” (PSSM,NCTM,2000,p.22) Partners forMathematicsLearning

9. 9 FormativeAssessment “Formativeassessmentisa processusedbyteachers andstudentsduringinstruction thatprovidesfeedbacktoadjust ongoingteachingandlearningtoimprove students’achievementofintended instructionaloutcomes.” (CCSSOFASTSCASS,2006) Partners forMathematicsLearning

10. 10 Inotherwords… Formativeassessment Isaprocessofgatheringevidence aboutstudents’thinkingandreasoning aswellastheirmisconceptionsandincomplete understandings Ison-goingthroughouttheteaching-learning cycle ComesfromLatinandmeansto“tositbeside” Shouldnotbedonetostudents;rather,it shouldbedoneforandwithstudents,toguide andenhancetheirlearning Partners forMathematicsLearning

11. 11 Teaching-LearningCycle Clear Learning Targets Decisions About NextSteps StudentSelf- Assessment& Responsibility Questioning& Instructional Tasks Making Inferences &Giving Feedback Partners forMathematicsLearning Collaboration Around Assessment

12. 12 Teaching-LearningCycle Teaching-LearningCycle Whatisitweexpectstudentstolearn? Howaretheygoingtolearnit? Howwillweknowwhentheyhavelearnedit? Howwilltheyknowwhentheyhavelearnedit? Howwillwerespondwhentheydon’t? Howwillwerespondwhentheydo? Formativeassessmentisaprocessnot acommercialprogram Partners forMathematicsLearning

13. 13 entialquestions LearningTargets Alsoknownas… ess objectives bench learning progression markf sr lio eann rg stan dards learning outcomes goals Partners forMathematicsLearning

14. 14 LearningTargets “Assessmentshouldreflectthe mathematicsthatallstudentsneedto knowandbeabletodo,anditshould focusonstudents’understandingaswell astheirproceduralskills. Teachersneedtohaveaclearsenseof whatistobetaughtandlearned,and assessmentshouldbealignedwiththeir instructionalgoals.” (PSSM,NCTM,2000) Partners forMathematicsLearning

15. 15 WhatAreLearningTargets? Statementsofwhatstudentsaretolearn withinalessonincludingmathematicalfacts, concepts,relationships,procedures,and strategies Achievementexpectationsforstudentsonthe pathtowardmasteryofagoal Statementsthatstudentsandteachers understandaboutwhatstudentsaretolearn Targetstobeformativelyassessedto monitorprogresstowardthegoals Partners forMathematicsLearning

16. 16 ImportanceofLearningTargets Learningtargetsbecome yourroadmapforinstruction Learningtargetstelluswhere weneedtogo Theyguideourplansforhowtogetthere andhelpusknowwhenwehavearrived Howdoyouknowwhatyourstudentshave learnedifyoudon’tknowwhatyouaretrying toteachthem? Partners forMathematicsLearning

17. 17 PlanningLearningTargets Broad,year-longgoals Measuringobjectswithnon-standardunits Unitgoals Useiterationofnon-standardunitstomeasurethelengthof objects Specificlearningtargetsfordailylessons Measurethelengthofobjectsintheclassroomusingasingle nonstandardunitinordertobegintounderstanditeration Partners forMathematicsLearning

18. 18 OntheRoadtoLearning Pre-requisiteSkills Learning Goal DailyLearning Targets Partners forMathematicsLearning

19. 19 OntheRoadtoLearning Classify2- Dimensional Figures qa ud Clarls Retl rhty ig rt sfia cges ie la sy on ag prie n aan Iele ie dnin z ll le Dtro ppra, qasl ifs (ides rells erif sei) ud,e otr em Dctie popgs opo vtr reo eir fy ies ts sb a e ag ce n ln rs e Partners forMathematicsLearning

20. 20 IdentifyingLearningTargets Workingradelevelgroups SelectastandardfromtheNumberstrand, thefoundationforK-2mathematics Identifythelearninggoalandpossible learningtargetsforlessonsthatyouwill teachtoaccomplishthisstandard Partners forMathematicsLearning

21. 21 LearningTargets Identifythemathematicsthatiscontained inthegoalandlistspecificlearningtargets Consider: Whatstudentsneedtolearn Howstudentslearn Individualinterestsandworkhabits Possiblemisconceptions Priorknowledgerequired Howdoesconceptbuild Partners forMathematicsLearning

22. 22 LearningTargetDiscussion Teacher1:Whatwillyoubeteachingnextweek? Teacher2:Measurement Teacher1:Whatareyourgoals? Teacher2:Iplantobeginwithnon-standardunitsto measurelength.Iwantthestudentstobeableto measurecorrectlyusingmultipleunitssuchas cubes,paperclips,constructionpaper.ThenIplan tomovetoiterationofasingle,non-standardunit. Partners forMathematicsLearning

23. 23 LearningTargetDiscussion Teacher1:Howwillyouknowwhentheyare readytomovetoiteration? Teacher2:Theywillbeabletomeasurethelength ofitems,startingthemeasurementcorrectlyand notleavinggapsoroverlappingtheunits. Teacher1:Howdoyouknowwhenallofyour studentshavemasteredthis? Teacher2:I’llobserveduringthemeasurement activitiesinwholegroupsandincenters.I’llusea checklisttokeeptrackofwhatstudentsareableto doandnotdo.Byobserving,Iknowwhichstudents needassistanceandsupport. Partners forMathematicsLearning

24. 24 LearningTargetDiscussion Teacher1:Whatothermeasurementconcepts willtheseactivitiesleadto? Teacher2:Iwantstudentstousestandardunits suchasinches.Wewillpracticeusingstandard unitstomeasureitemsintheroomanddiscover benchmarksforaninch.Iwantstudentsto accuratelycounttheunitswhenmeasuring. Teacher1:Canyouthinkofanyadditional measurementskillsyouwilladdress? Teacher2:We’llpracticeusingameasuringtool andexploretransitivityandconservation. Partners forMathematicsLearning

25. 25 DifferentKindsofLearningTargets      Learnfactualinformation Developskillsorlearnnewprocesses Acquirestrategiestosolvemathproblems Understandthemeaningofaconcept Helpstudentsgainconfidence,developa positiveattitudetowards mathematics,orlearnto cooperateandworkasateam Partners forMathematicsLearning

26. 26 LearningTargetExample 2+4=?+1 Understandingthatthetwosidesofa numbersentenceshouldrepresentthe samevalue Usingthesymbols“+”and“=“appropriately Developingstrategiesforexplaininghowto decidewhatnumbergoesinthebox Partners forMathematicsLearning

27. 27 OntheRoadtoLearning Classify2- Dimensional Figures Classify quadrilaterals Recognize right angles Identify parallel lines Determine Properties of Quadrilaterals (sides, angles, vertices) Describe properties Of polygons Partners forMathematicsLearning

28. 28 IdentifyLearningTargets Revisitthegoalandlearningtargetsyou created Considereachtypeoflearningtarget Didyouaddressmultiplekindsoflearning targets? Reviseyourlearningtargets Whatdoyouexpectstudentstobeableto dotodemonstrateaccomplishmentofthe target? Partners forMathematicsLearning

29. 29 InfluenceofLearningTargets Whichofthecategoriesoflearningtargets aremostoftenusedbyteachers? Whichofthecategoriesoflearningtargets areleastoftenusedbyteachers? Howdoesthisinfluencethetypeof instructionandmathematicalcontentwe presenttostudents? Howdoesthisinfluencethewayswe assessstudentlearning? Partners forMathematicsLearning

30. 30 NextSteps Identifyinglearningtargetsisonlythefirst step Oncelearningtargetshavebeenidentified… HowwillImakelearningtargetsclearto students? WhatamIgoingtodoinstructionally? WhattypesoftaskswillIuseforassessment? Considerplanninginstructionand assessmenttogether Partners forMathematicsLearning

31. 31 QuadrilateralAssessments Asyoulookatthesampleassessments onthenextslides,thinkaboutwhat responseyouhopetosee Howwouldastudent whohasmasteredthe associatedlearning targetsrespondto thesetasks? Partners forMathematicsLearning

32. 32 QuadrilateralAssessmentTasks LearningTarget:ClassifyQuadrilaterals Task1: Drawarectangle.Howdoyouknowitisarectangle? Task2: Showstudentsasetofshapes.Askstudentsto identifyandcircletherectangles. Task3: Showtwodifferentquadrilaterals.Comparethe quadrilaterals.Howaretheyalikeandhow aretheydifferent? Partners forMathematicsLearning

33. 33 QuadrilateralAssessmentTasks Task4: Putseveralshapesintoonepile(ex-rightangles) andaskstudentstoidentifythe“secretrule.” Task5: Givestudentsasetofparallelogramsthatinclude rectanglesandsquares.Havestudents determinecommonpropertiesthatclassifythe shapesasparallelograms. Partners forMathematicsLearning

34. 34 CreatinganAssessmentTask Createanassessmenttasktomatcha learningtargetyourgradelevelgroup identifiedearlier Partners forMathematicsLearning

35. 35 Mastery Howwillyouknowwhenstudentshave masteredthelearningtargetsyouare teaching? Whatdoesmasterylooklikeforthe learningtargets? Howlongwillittakestudentstomasterthe learningtargetsandhowwillyouplanfor thattime? Partners forMathematicsLearning

36. 36 UnpackingaGoal Indeterminingthelearningtargets foragoalthinkaboutvocabularyandprior knowledge… Whatvocabularydowewanttoensure studentslearn? Whatvocabularydowe,asteachers,needtouseas weareteachingamathematicalconcept? Whatskillsandunderstandingdostudentsbringwith themfrompreviousexperiencesandgradelevels? Whatmisconceptionsdostudentshave? Partners forMathematicsLearning

37. 37 UnpackingaGoal Connections Whatconnectionstoothermathematicalcontent canbemade? Howdothelearningtargetsconnecttootherstrands inmathematics? Howdotheselearningtargetsconnecttoother subjectareas? Partners forMathematicsLearning

38. 38 StudentInvolvement Learningtargetsmustbecleartoboththe teacherandthestudents Whyisitimportantforstudentstobe awareofthelearningtargetsandgoalsof thelesson? Whatarewaystoeffectivelycommunicate learningtargetstostudents? Partners forMathematicsLearning

39. 39 LearningTargetsinaClassroom Asyouwatchthevideo Thinkabouttheclarityoftheteacher’s statementofherlearningtargetanduseof observationandconversationtoassess thestudents’knowledgeandskills Noticetheteacher’suseof“waittime”to givestudentsopportunitiestothinkabout subtractionstrategies Partners forMathematicsLearning

40. 40 RelatingIdeas Inyourjournallistthreethingsthatyou observedinthevideothatrelatestohow youidentifylearningtargetsforyour lessonsandhowyoumightfindoutwhat yourstudents understand Partners forMathematicsLearning

41. 41 Homework:ForModule2 Selectalearninggoalthatyouwillbe teachingbeforereturningtoModule2 Completethehandout(PlanningLearning Goals&Targets)forthelearninggoaland identifyeachofthelearningtargets Identifytheassessmenttasks,evidences ofmastery,vocabulary,connections,and priorknowledgeandbackground Partners forMathematicsLearning

42. 42 Reflection Inyourjournal,respondtothefollowing questions HowwillIuselearningtargetstoimprove studentunderstandingandachievement? WhatpracticeswillIimplementinmy classroomtoensurelearning targetsarebeingaddressed? Partners forMathematicsLearning

43. 43 DPIMathematicsStaff ChiefConsultant ReneeCunninghamKittyRutherford RobinBarbourMaryH.Russell CarmellaFairJohannahMaynor AmyScrinzi PartnersforMathematicsLearningisaMathematics-Science PartnershipProjectfundedbytheNCDepartmentofPublic Instruction.Permissionisgrantedfortheuseofthesematerialsin professionaldevelopmentinNorthCarolinaPartnerschooldistricts. Partners forMathematicsLearning

44. 44 PMLDisseminationConsultants JuliaCazin RuafikaCobb AnnaCorbett GailCotton JeanetteCox LisaDavis RyanDougherty TriciaEssick TeryGunter BarbaraHardy KathyHarris RendyKing ReneLemons-Matney TinaMcSwain MarilynMichue KayonnaPitchford RonPowell SusanRiddle AlisanRoyster JudithRucker PennyShockley PatSickles NancyTeague JanWessell DanWicks CarolWilliams StacyWozny Partners forMathematicsLearning

45. 45 PartnersStaff JeaneM.Joyner,Co-PI&ProjectDirector FredaBallard,Webmaster AnitaBowman,OutsideEvaluator MeghanGriffith,AdministrativeAssistant TimHendrix,Co-PIandHigherEd BenKlein,HigherEducation KatieMawhinney,Co-PIandHigherEd CatherineSchwartz,HigherEducation 2010Writers AnaFloyd KatieMawhinney KayonnaPitchford WendyRich NancyTeague StacyWozny PleasegiveappropriatecredittothePartnersforMathematicsLearningprojectwhen usingthematerials.Permissionisgrantedfortheiruseinprofessionaldevelopmentin NorthCarolinaPartnerschooldistricts. Partners forMathematicsLearning

46. 46 PARTNERS forMathematicsLearning FormativeAssessmenttoSupportStudentLearning Module1 GradesK-2 Learning Targets Partners forMathematicsLearning