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Working Smarter

Working Smarter. MP. Standards. As my colleague Jason Zimba likes to say, you don’t teach standards you teach mathematics. Bill McCallum. Mathematical Practices. Hunt Institute Video-Mathematical Practices http://youtu.be/9pKcO9E4Flw. Mathematical Practices.

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Working Smarter

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  1. Working Smarter

  2. MP Standards

  3. As my colleague Jason Zimba likes to say, you don’t teach standards you teach mathematics. Bill McCallum

  4. Mathematical Practices Hunt Institute Video-Mathematical Practices http://youtu.be/9pKcO9E4Flw

  5. Mathematical Practices • Making sense of problems and persevering 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 • Looking for and expressing regularity in repeated reasoning

  6. Asking Questions Ferris Bueller-Anyone Anyone Video http://youtu.be/uhiCFdWeQfA

  7. Asking Questions Success at the Core Video-Facilitating Peer Learning http://successatthecore.com/teacher-development/featured-video.aspx?v=30

  8. …a good teacher has changed from “one who explains things so well that students understand” to “one who gets students to explain things so well that they can be understood.” Steven C. Reinhart

  9. Asking Questions Success at the Core Video-Facilitating Peer Learning http://successatthecore.com/teacher-development/featured-video.aspx?v=30

  10. Assessment System Annually State Summative Assessments 2-4 Times per year People, Practices & Perceptions End of Unit Benchmark Common Assessments 1-4 Times a Month Formative Common Assessments Daily Formative Classroom Assessments

  11. OAKS Transition

  12. Smarter Balanced Claims Claim 1 – Concepts and Procedures Apply, Explain and Interpret with Precision and Fluency Claim 2 – Problem Solving Solve Complex Problems Claim 3 – Communicating Reasoning Construct Viable Arguments and Critique the Reasoning of Others Claim 4 – Modeling and Data Analysis Analyze Real World Scenarios and Construct Mathematical Models to Interpret and Solve Problems

  13. Smarter Balanced Estimated Times

  14. Calculator Policy Grades 3-5 No Calculator Grades 6-8 Calculator Available and Not Available Four Function Calculator Grade 6 Scientific Calculator Grade 7 and 8 High School Calculator Available and Not Available Graphing Calculator with Scientific and Regression

  15. Smarter Balanced Performance Tasks

  16. Scoring Question 1 Full credit response (1 point) includes 192 in3 No credit response (0 points) includes none of the features of a full credit response

  17. Scoring Question 2 Full credit response (1 point) includes No credit response (0 points) incudes none of the features of a full credit response

  18. Scoring Question 3 Full credit response (2 points) includes 272 Partial credit response (1 point) includes all of the following common mistakes 136, 176, 248, 256, 80, 224, 240 or square inches consistent with an error question 3 No credit response (0 points) includes none of the features of full or partial response

  19. Scoring Question 4 Full credit response (2 points) includes Comparing the proposed volume to the requirements -or- Comparing the proposed surface area to the requirements -or- Judging the proposed dimensions to be inappropriate Partial credit response (1 point) includes Valid comparisons but no judgment call No credit response includes none of the features of the full or partial response

  20. Scoring Question 5 Full credit response (3 points) includes Giving the dimensions for the cereal box design -and- Explaining how the design meets the volume requirement -and- Explaining how the design meets the surface area requirement Partial credit response (2 points) includes two of the full credit features Partial credit response (1 point) includes one of the full credit features No credit response (0 points) includes none of the full credit features

  21. English Language Arts and Mathematics, Grades 3–8 and High School BEGINNING OF YEAR END OF YEAR INTERIM ASSESSMENT INTERIM ASSESSMENT Computer Adaptive Assessment and Performance Tasks • PERFORMANCE • TASKS • Reading • Writing • Math END OF YEAR ADAPTIVE ASSESSMENT Smarter Balanced Assessment System Formative Assessments

  22. Calibrate Smarter Balanced to OAKS Option 1 Set achievement level on Smarter Balanced that represents equivalent rigor on OAKS Option 2 Accept the “meets” level set by Smarter Balanced. Students must receive adequate notice.

  23. Accountability Essential Skills Smarter Balanced Targeting Up Smarter Balanced Testing Opportunities

  24. Common Core State Standards What has been your CCSS implementation strategy to date and what remains to be done?

  25. Resources Videos Successatthecore.com Hunt Institute Article http://courses.edtechleaders.org/ documents/patterns/neversay.pdf Performance Task smarterbalanced.org bryan.toller@state.or.us 503-947-5832

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