Partners for Mathematics Learning

1. 1 PARTNERS forMathematicsLearning FormativeAssessmenttoSupportStudentLearning Module1 Grades6-8 LearningTargets Partners forMathematicsLearning

2. 2 ClassroomAssessment Inyourjournalrespondtotheseprompts: Whatareyoumostpleasedaboutinyour classroomrelatedtoformativeassessment (understandingyourstudents’thinking)? Whatareyoumostinterestedinimproving orchanging? Whatspecificquestionsdoyouhave? Partners forMathematicsLearning

3. 3 WritingForYou Yourjournalsarefor Responsestopromptsthatwillbegiven throughoutthesemodules Notesthatyouwanttotakeduringthe modules Ideasthatyouwanttotakebacktoyour classroom Keepthemforreferencebetweenmodules Partners forMathematicsLearning

4. Assessment 4 To
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Assessment (Classroom) Essental
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5. 5 FormativeAssessment “Formativeassessmentisaprocessusedby teachersandstudentsduringinstruction thatprovidesfeedbacktoadjustongoing teachingandlearningtoimprovestudents’ achievementofintendedinstructional outcomes.”(CCSSOFASTSCASS,2006) Partners forMathematicsLearning

6. 6 Inotherwords… FormativeAssessment Isaprocessofgatheringevidence aboutstudents Shouldguideinstruction Shouldnotbedonetostudents;rather,it shouldbedoneforandwithstudents,to guideandenhancetheirlearning Partners forMathematicsLearning

7. 7 OverviewofModules Module1:LearningTargets Module2:QuestioningandTaskSelection Module3:InferencesandFeedback Module4:MakingStudentsActivePartners Module5:DecisionsaboutNextSteps Module6:CollaborationAroundAssessment Partners forMathematicsLearning

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

9. 9 AssessmentCycle Cycle: Whatisitweexpectstudentstolearn? Howaretheygoingtolearnit? Howwillweknowtheyhavelearnedit? Howwilltheyknowtheyhavelearnedit? Howwillwerespondwhentheydoorwhen theydon’tlearnthecontent? Partners forMathematicsLearning

10. 10 MathTask 30%of70 Explainwhatthismeansinwords Createamodeltoillustratethisproblem Writeawordproblemtomatchthis expression Partners forMathematicsLearning

11. 11 StartingTheCycle ThefirststepintheTeaching-Learning Cycle: Havingclearlearningtargets Inotherwords,thefirststepinthe AssessmentCycle: Knowingwhatweexpectstudentstolearn Partners forMathematicsLearning

12. 12 essentialquestions LearningTargets Alsoknownas… objectives benchm arksforlearning learningprogression stan learning outcomes dards goals Partners forMathematicsLearning

13. 13 LearningTargets “Assessmentshouldreflectthe mathematicsthatallstudentsneedto knowandbeabletodo,anditshould focusonstudent’sunderstandingaswell astheirproceduralskills. Teachersneedtohaveaclearsenseof whatistobetaughtandlearned,and assessmentshouldbealignedwiththeir instructionalgoals.” (PSSM,NCTM,2000) Partners forMathematicsLearning

14. 14 LearningTargets Statementsofintended studentlearningoutcomesforalesson includingmathematicalfacts,concepts, relationships,procedures,andstrategies, thatcomefrom TheNCMathEssentialStandardsandClarifying Objectives TheNCTMProcessStandards TheCommonCoreStateStandards Theteacher’sunderstandingofthestudent’sneeds Partners forMathematicsLearning

15. 15 LearningTargets Achievementexpectationsforstudentson thepathtowardmasteryofastandard Shorttermgoalsofalesson Shouldbeunderstoodbyteachersand students(kid-friendlyandmathematically accurate-“Ican…”statements) Needtobeformativelyassessedto monitorprogresstowardstandard (ModifiedfromUnderstandingbyDesign,Wiggins&McTighe) Partners forMathematicsLearning

16. 16 LearningTargets Planningshouldbeginwithidentifyingwhat istobelearned;establishingandsetting clearlearningtargets Consider: Whatstudentsneedtolearn Howstudentslearn Individualinterestsandworkhabits Possiblemisconceptions Priorknowledgerequired Partners forMathematicsLearning

17. 17 IdentifyingLearningTargets RefertotheLearningTargetsHandout StepOne:ChooseanEssentialStandardand correspondingClarifyingObjective StepTwo:Identifypotentiallearningtargets thatyouthinkaremostcloselyassociated withtheClarifyingObjectiveyouhavechosen Whatdostudentsneedtolearn? Howwillstudentslearn? Whatpossiblemisconceptionsmightarise? Whatpriorknowledgeisrequired? Partners forMathematicsLearning

18. 18 UsingBloom’sTaxonomy RefertohandoutStepThree:Relate PotentialLearningTargetstoBloom’s Taxonomy Whatdoesthetaxonomysayweask studentstodowhenweaskthemto “List”? “Explain”? Howareactionswithinthetablelabeled? Partners forMathematicsLearning

19. 19 IdentifyingLearningTargets StepThree:Relatethelearningtargetsto typesofknowledgeintheRevisedBloom’s Taxonomy Avoidexposingstudentstojustfactualor proceduralknowledge Increaserigoranddepth ofstudentthinking Partners forMathematicsLearning

20. 20 AProcessForPlanning Thesethreestepsarenotsuggestionsfor thingstodoinadditiontobeginningto planlessons Theyareideasforawaytobeginto planlessons Partners forMathematicsLearning

21. 21 NowIt’sYourTurn… SelectoneEssentialStandardandone correspondingClarifyingObjectiveatyour gradelevel Identifythepotential learningtargetsrelated totheStandardand Objective Partners forMathematicsLearning

22. 22 Student-FriendlyMath Besureyourpotentiallearningtargetscan fitwithinastudent’s“Ican…”statement! Besureyourtargetsusecorrect mathematicallanguage Thinkofthemathematicallanguage ourstudentsmustunderstand! Partners forMathematicsLearning

23. 23 NowIt’sYourTurnToReflect Writeinyourjournalabouttheprocessof generatinglearningtargetsfrombroader mathematicalgoals Onceyouandyourneighborhavefinished writing,shareyourthoughts Partners forMathematicsLearning

24. 24 StepThree–Bloom’s Partners forMathematicsLearning

25. 25 ImportanceofLearningTargets Howdoteachersknowiftheirstudents havelearnediftheydon’tknowclearly whatthelearningtargetsare? Learningtargetstellusnotonlywherewe shouldgobutalsowhenwehavearrived Partners forMathematicsLearning

26. 26 FocusedLearningTargets Broad,year-longgoals Unitgoalsforweeksormonths Specificlearningtargetsfordailylessons Partners forMathematicsLearning

27. 27 AssessingDifferentTypesofTargets     MathematicsFacts MathematicsSkillsandProcesses MathematicalReasoningandProof MathematicalStrategies,Problemsolvingand Application MathematicsConcepts PersonalAttitudes,ConfidenceandCompetence Useyourexistinglisttoidentifyexamples ofeachtypeoflearningtarget Partners forMathematicsLearning

28. 28 LearningTargetExample OnJake’sfootballteam,1/3oftheplayers ridetheirbiketopracticeand25%are drivenbytheirparents.Theremaining15 playerswalktopractice. Howmanymembersareonthefootball squad? Solvetheprobleminyourjournal Partners forMathematicsLearning

29. 29 LearningTargetExample OnJake’sfootballteam,1/3oftheplayers ridetheirbiketopracticeand25%aredriven bytheirparents.Theremaining15players walktopractice. Howmanymembersareonthefootball squad? Whatlearningtargetscouldbeassessed usingthistask? Partners forMathematicsLearning

30. 30 LearningTargetExample OnJake’sfootballteam,1/3oftheplayersridetheir biketopracticeand25%aredrivenbytheirparents. Theremaining15playerswalktopractice. Howmanymembersareonthefootballsquad? Howcouldthistaskbealteredinorder toassessadditionaltypesoflearning targets,otherthanthecontentandskill targetsmentioned? Partners forMathematicsLearning

31. 31 InfluenceofLearningTargets Whichofthecategoriesoflearningtargets aremostoftenusedbyteachers? Whichofthecategoriesoflearningtargets areleastoftenusedbyteachers? Howdoesthisinfluencethetypeof instructionandmathematicalcontentwe presenttostudents? Howdoesthisinfluencethewayswe assessstudentlearning? Partners forMathematicsLearning

32. 32 BackToTheMathTask 30%of70 Explainwhatthismeansinwords Createamodeltoillustratethisproblem Writeawordproblemtomatchthis expression Whatlearningtargetscouldbeassessed usingthistask? Partners forMathematicsLearning

33. 33 CreatingaTask Createaninstructionaltasktomatchone ormoreofthelearningtargetsthatyou createdearlierforyourgradelevel Howwouldyouimplementthistaskinyour classroomtoformativelyassessstudents? Partners forMathematicsLearning

34. 34 ImportantToConsider-Mastery Forteachers: Howlongwillittakestudentstomasterthelearning target? Whatdoesmasteryofagivenlearningtargetlooklike? Howwillstudentsknowtheyhave masteredthelearningtarget? Forstudents: Whatdoesmasteryofagivenlearning targetlooklike? HowwillIknowthatIhave masteredthelearningtarget? Partners forMathematicsLearning

35. 35 ClassroomView:LearningTargets Watchthevideoofateacherusing formativeassessmentduringalesson Watchandlistenfor Specificlearningtargetforthelesson Teacherresponsestostudents Levelofstudentknowledgeorunderstanding Adjustmentsmadetotheteachingplan Partners forMathematicsLearning

36. 36 ClassroomView:LearningTargets Whatwastheteacher’sintendedlearning targetforthislesson? Whatdidtheteacherlearnaboutthe studentsasshetalkedwiththemduring thelesson? Howmightthisinformationchangewhat shedecidedtodonext? Partners forMathematicsLearning

37. 37 Reflection Inyourjournal,brainstormwaysthatyou mightsharelearningtargetswithboth studentsandparents Howdoyouseelearningtargetsimpacting yourclassinstructionandassessment? Partners forMathematicsLearning

38. 38 PuttingItToPractice Inpreparationforthenextmeeting Chooseaunityouareabouttoteachandlist potentiallearningtargetsforthatunit Determinewhichtargetswillbeaddressed withalessonorlessonsandsharethesewith yourstudentsandtheirparents Bepreparedtoreportbacktothegroup •Whatyoudid? •Howyoudidit? •Anyimpactithad? Partners forMathematicsLearning

39. 39 NextSteps Oncelearningtargetshavebeenidentified: WhatamIgoingtodoinstructionally? WhattypesoftaskswillIuseforassessment? HowwillIhelpstudentsknowwhattheyare expectedtolearnandwhatwillbeassessed? HowwillIhelpstudentstakeresponsibilityfor theirownlearning? WhatwillIdoifstudentsdemonstratealackof understanding? Aretherewaysthatmycolleaguescanhelpme? Partners forMathematicsLearning

40. 40 DPIMathematicsStaff ChiefConsultant ReneeCunninghamKittyRutherford RobinBarbourMaryH.Russell CarmellaFairJohannahMaynor AmyScrinzi PartnersforMathematicsLearningisaMathematics-Science PartnershipProjectfundedbytheNCDepartmentofPublic Instruction.Permissionisgrantedfortheuseofthesematerialsin professionaldevelopmentinNorthCarolinaPartnerschooldistricts. Partners forMathematicsLearning

41. 41 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

42. 42 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

43. 43 PARTNERS forMathematicsLearning FormativeAssessmenttoSupportStudentLearning Module1 Grades6-8 LearningTargets Partners forMathematicsLearning