SVMI Network Meeting

1. SVMI Network Meeting April 10, 2013

2. Formative Assessment Assessing and Using Prior Learning to Adapt Teaching to the Needs of Students Network Meeting, April 10, 2013 Silicon Valley Mathematics Initiative www.svmimac.org

3. Welcome • Please sign in, • help yourselves to refreshments, • find a seat, and • introduce yourself to your tablemates.

4. Agenda • Welcome • Announcements, Norms and Introductions • Re-visiting Formative Assessment with a MAP Module • Doing Collaborative Mathematics: A Problem Solving Task

5. Announcements

6. SVMI is … • still accepting applications for the SCVMP Leadership Institute: 5 Tuesdays in May and a week in June. The application is on our website: www.svmimac.org. Each member of SVMI is entitled to one scholarship. • holding two Summer Institutes: Peninsula location is Sequoia HS July 29-August 2 and East Bay is Sunset HS August 5-August 9. The application is on our website: www.svmimac.org.

7. SVMI is … • offering Lesson Study mini-grants again this year. The mini-grants are for teams of 5 to 7 teachers; the stipend is for $3,000. The application will be out May 1, 2013. • presenting the preliminary results of the 2013 MAC assessment at our General Meeting on May 15, 2013. We encourage everyone to attend.

8. SVMI Calendar for 2013/2014 • Please be sure to pick one up.

9. Field Testing K-3 Tasks • SVMI needs at least two classes for each task. • A teacher may only do one task; there is no need to do all five. • If possible, the field testing should be done as soon as possible. • Field testing to be done in the stated Grade Level

10. Kinder Tasks • Alphabet Count: Counting and Cardinality/Op. and Alg. Thinking • Classroom Helpers:Op. and Alg. Thinking • Kinder Measurement:Measurement/Geometry • Dog Park:Counting and Cardinality • Crayons:Op. and Algebraic Thinking

11. First Grade Tasks • Field Day: Op. and Alg. Thinking/ Number Ops. In Base 10 • Number Puzzles:Op. and Alg. Thinking/Number Ops. in Base 10 • Recess Equipment:Op. and Alg. Thinking • Weather:Data/Op. and Alg. Thinking • Shapes, Shapes, Shapes:Geometry • School Garden:Measurement/Geometry

12. Second Grade Tasks • Seasons: Data • Quilt Designs:Geometry • Town Zoo: Linear Measurement • Can You Tell?:Op. and Alg. Thinking/Number Ops. In Base 10 • Our Gardens:Op. and Alg. Thinking – Mult. and Div. • Favorite Planets:Data

13. Third Grade Tasks • Dinosaur Museum: Measurement - Time • Tamiko’s Puzzles:Fractions • That’s Entertainment: Op. and Alg. Thinking/Number Ops. In Base 10 using 4 operations • The Queen and her Pears:Fractions • Mowing for Money:Geometric Measurement • Odd and Even School:Op. and Alg. Thinking

14. Norms

15. The Social Culture of our Network Seek to Understand Respectfully Speak your Truth Monitor your Airtime

16. Getting Acquainted or Re-Acquainted

17. Goals and Outcomes

18. Goals and Outcomes • Explore Social Norms and Socio/Mathematical Norms in the context of experiencing a formative assessment problem solving lesson • Strengthen and enhance participants’ leadership abilities by experiencing a high-quality professional development module to support teachers in their classrooms • Deepen participants’ understanding of the effectiveness of Formative Assessment in the classroom for teachers and students

19. Lenses to Consider During Professional Development Sessions Learner Lens Coach/Admin Lens

20. Mathematical Practice • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

21. Socio-Mathematical Norms

22. Harold Asturias • Errors are gifts…they promote discussion and learning • The math is important…not just the answer • Ask questions…until it makes sense • Think with language…use language to think • Use multiple strategies…multiple representations

23. Setting the Stage

24. Questioning A Look at Module 4 and an Alpha FAL Network Meeting, September 5, 2012 Silicon Valley Mathematics Initiative www.svmimac.org

25. Collaboration A Look at Module 5 and Collaborative Tasks Network Meeting, October 31, 2012 Silicon Valley Mathematics Initiative www.svmimac.org

26. A Look at Addressing Curriculum Needs Exploring Cognitive Demand Network Meeting, January 9, 2013 Silicon Valley Mathematics Initiative www.svmimac.org

27. Formative Assessment How can I respond to students in ways that improve their learning? Assessing and Using Prior Learning to Adapt Teaching to the Needs of Students Network Meeting, April 10, 2013 Silicon Valley Mathematics Initiative www.svmimac.org

28. Introduction • Students do not arrive in classrooms as “blank slates.” • Students come with a wide variety of skills and conceptions. • Research shows that teaching is more effective when it assess and uses prior learning so that teaching may be adapted to the needs of students.

29. Assessing and Using Prior Learning to Adapt Teaching to the Needs of Students • Prior learning may be uncovered through any activity that offers students opportunities to express their understanding and reasoning. • It does not require testing. • It can take the form of a single written question given at the beginning of a session to elicit a range of explanations that may then be discussed.

30. Assessing and Using Prior Learning to Adapt Teaching to the Needs of Students Defining Formative Assessment: Black and Wiliam, 1998 …all those activities undertaken by teachers, and their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. Such assessment becomes ‘formative assessment’ when the evidence is actually used to adapt the teaching work to meet the needs.”

31. Assessing and Using Prior Learning to Adapt Teaching to the Needs of Students –Our Focus • How can problems be used to assess performance? • How can this assessment be used to promote learning? • What kinds of feedback are most helpful for students and which are unhelpful? • How can students become engaged in the assessment process?

33. Research on Formative Assessment • Inside the Black Box: Raising Standards through Classroom Assessment Black and Wiliam, 1998 • Working Inside the Black Box: Assessment for Learning in the Classroom Black and Harrison, 2002 • Assessment for Learning: Putting it into Practice Black, Harrison Lee, Marshall & Wiliam 2003 • Mathematics Inside the Black Box Hodgen & Wiliam, 2006

34. Activity A Introducing Formative Assessment • We begin with the following questions: • Why does one assess students? • What different purposes do assessments serve? Make a list. • Protocol: • Individual SOLO Think Time-1 minute • Pair/Share-2 minutes • Whole Group Sharing -3 minutes

35. Activity A Introducing Formative Assessment • To summarize, there are two main purposes of assessments: • Summative Assessment: to summarize and record overall achievement at the end of a course, for promotion or certification. Most ‘high stakes’ tests and external examinations are designed for this purpose. It is also used to evaluate the relative effectiveness of a particular course, teaching method, or even an institution. • Formative Assessment: to recognize achievements and difficulties at the beginning or during a course so that teachers and students can take appropriate action. This type of assessment forms an integral part of teaching.

36. Activity A Introducing Formative Assessment • The potential of formative assessment to improve learning: • Setting the Case: “We checked many books and nine years’ worth of more than 160 journals, and earlier reviews of research. This process yielded 580 articles or chapters to study. We prepared a review using material from 250 of these sources. All…studies show that…strengthening…formative assessment produces significant, and often substantial, learning gains. These studies range over ages, across several school subjects, and over several countries… Black and Wiliam, 1998

37. Activity BTeachers’ Own Experiences of Formative Assessment We begin with the following situation: • Think of two students, one who is particularly strong and one who is finding the work very difficult. Using a dyad format, describe the students’ strengths and difficulties in as much detail as possible to your partner. • Protocol: • Individual Solo Think Time-30 seconds • Dyad-1 minute per partner

38. Activity BTeachers’ Own Experiences of Formative Assessment We begin with the following situation: • How did you become aware of these strengths and difficulties? • On what evidence do you base your judgments? Test results? Memories of oral responses during lessons? Observations of the student working? Written work? • Protocol: • Individual Solo Think Time-1/2 minute • Dyad -1 minute per partner

39. Activity BTeachers’ Own Experiences of Formative Assessment The third part of the situation: • In what ways do assessments of these students affect lesson planning? Give examples. • Protocol: • Individual Solo Think Time-1 minute • Dyad-1 minute per partner

40. Activity BTeachers’ Own Experiences of Formative Assessment What difficulties do teachers encounter? • Handout #1: Difficulties in Formative Assessment • Protocol: • Individual Reading Time-1 minute • Think about these questions: • How far are the criticisms on the handout valid in your context as a coach/admin/teacher? • If any are, then what may be done about them? • We leave these questions to ponder as we explore this module in more depth.

41. Activity C Principles for Formative Assessment Handout #2 • Keeping in mind the difficulties discussed in Activity B, please read Principles for Formative Assessment. • 1 minute • Please discuss these principles with your partner. • Which of these principles do you see implemented in classrooms? • Which of these do you or teachers you know find most difficult to implement? Why? • What other principles do you think are important? • 2 minutes

42. Activity C Principles for Formative Assessment • “It’s all very well telling us to assess our students, but how can a busy teacher know what is going on inside 30 individual heads?” • How would you answer this teacher? • What strategies do you have for finding out what students are thinking in your lessons or the ones you observe? • 1 minute for individual think time • Please discuss these strategies with your partner. • 2 minutes • Popcorn Sharing with Whole group • 1 minute

43. Activity C Principles for Formative Assessment Handout #3 • Please read Making Reasoning Visible. • 1/2 minute • Please discuss these strategies with your partner. • Why are these tools an indispensable resource for teachers? • 1 minute • Watch two Video Clips with students in action. 6 min • Suggest some further strategies for making reasoning more evident. • 2 minutes

44. MAPhttp://map.mathshell.org/materials/index.php

45. Activity C Principles for Formative Assessment Handout #3 • Whole group sharing on the video clips. 2 minutes • Comments from the module. • Teachers can see at a glance with every student thinks. • Allows teachers to ask new kinds of questions, e.g., “Show me an example of….” • Posters allow students to externalize their thinking-articulate their reasoning and justification. • Posters can be used to show what they already know not necessarily what they have just worked on. • Whole group sharing on additional strategies for making reasoning evident. 2 minutes

46. Doing Mathematics • A purposeful shift • Engaging in one of three selected problem solving lessons addressed and used in this module

47. Lenses to Consider During Professional Development Sessions Learner Lens Coach/Admin Lens

48. PROBLEM SOLVING LESSONS

50. Optimizing: Security Cameras LET’S DO SOME MATHEMATICS