Partners for Mathematics Learning

1. 1 PARTNERS forMathematicsLearning FormativeAssessmenttoSupportStudentLearning Module5 GradesK-2 StudentSelf- Assessmentand Responsibility Partners forMathematicsLearning

2. 2 OverviewofModules Module1:LearningTargets Module2:QuestioningandTaskSelection Module3:InferencesandFeedback Module4:MakingStudentsActivePartners Module5:StudentSelf-Assessmentand      Responsibility Module6:DecisionsandCollaboration AroundAssessment Partners forMathematicsLearning

3. 3 Students’LearningCycle Clear Learning Targets Decisions About NextSteps Questioning& Instructional Tasks StudentSelf- Assessment& Responsibility Making Inferences &Giving Feedback Partners forMathematicsLearning

4. 4 StudentInvolvement Studentinvolvementinthe assessmentprocess: Providesanopportunitytodemystify assessment Integratesassessmentintoinstruction Shiftssomeoftheresponsibilityandworkload fromtheteachertothestudents Offersinsightsintostudentperceptions, conceptions,andunderstandings (ormisunderstandings) Partners forMathematicsLearning

5. 5 GoalsofModule5 Empoweringchildren throughassessment Utilizingrubricstocommunicate expectationstostudents Promotingpeercollaboration;studentsas instructionalresourcesforeachother Partners forMathematicsLearning

6. 6 EmpoweringStudents Readthearticle“Assessment:aMeans toEmpowerChildren?”byAnnAnderson Discuss: Howcanteachersencourageandsupport independentthinkingwithK-2students? Describewaystoempowerstudentstouse self-validation Partners forMathematicsLearning

7. 7 EmpoweringStudents Studentscanself-validateby: Completingtaskswithminimaldirections Usingpersonalandpubliccriteria Decidingwhenasolutioniscomplete Reflectingonmathematicalpropertiesand ideasinherentinthetask Usingconcretematerialstoreceiveimmediate feedback Gainingempowermentthroughmaking decisions Partners forMathematicsLearning

8. 8 LearningMathIsLike… Learninganewcookingrecipewithstep-by- stepinstructions Ajungle—ideasarealljumbledup Exploringanunknowncountry—makinglots ofchoices,wheretogoandwhattodo Ajigsaw—ideasfitneatlyandbeautifully together Amaze—therearelotsofpossibleways togo Partners forMathematicsLearning

9. 9 AssessingAttitudes&Feelings “Assessmentisanactofcommunication,a continuingconversationwhosesubjectisas muchthestudent’sself-esteemasitisthe student’sknowledge.” ConstructiveAssessmentinMathematics,Clarke,1997 Informationaboutthecognitiveoutcomes, aswellastheaffectiveoutcomes(students’ motivationandengagementinmathematics) ofourteachingmustbecollected Partners forMathematicsLearning

10. 10 AffectiveOutcomes      Perseverance Enthusiasm Self-esteem Interestandenjoyment Motivationand engagement Confidence Prideinwork Partners forMathematicsLearning

11. 11 AssessingAttitudes&Feelings Askstudentstoreflectontheirlearningusing Studentinterviewsandclassdiscussions Picturesorwordsinmathjournals,on assignments,orexitcards SampleQuestions: •Whatwasthebestthingthathappenedin mathtoday(orthisweek)? •Whatisyourbiggestworryaffectingyourwork inmath? •Writedownoneproblemthatyouarehaving troubleunderstanding Partners forMathematicsLearning

12. 12 GoalsofModule5 Empoweringchildren throughassessment Utilizingrubricstocommunicate expectationstostudents Promotingpeercollaboration;studentsas instructionalresourcesforeachother Partners forMathematicsLearning

13. 13 StudentSelf-Assessment “Teacherscancultivateintheirstudents boththedispositionandthecapacityto engageinself-assessmentandreflection ontheirownworkandonideasputforthby others.Suchafocusonself-assessment andpeerassessmenthasbeenfoundto havepositiveimpactonstudentlearning.” PrinciplesandStandardsforSchoolMathematics,NCTM,2000 Partners forMathematicsLearning

14. 14 StudentSelf-Assessment Aprocessbywhichstudents Monitorandevaluatethequalityoftheir thinkingandbehaviorwhenlearning Identifystrategiesthatimprovetheir understandingandskills Judgetheirownworktoimproveperformance astheyidentifydiscrepanciesbetweencurrent anddesiredperformance Partners forMathematicsLearning

15. 15 StudentSelf-Assessment Forstudentstoidentifydiscrepancies betweencurrentanddesiredperformance, Teachersneedto Showchildrenwhat“goodwork”lookslike Havestudentsexamineaworksampleand suggestwaystoimprovethesamples Provide“student-friendly”rubrics Comparewhereownworkisrelatedtowork samplesortoageneralrubric Partners forMathematicsLearning

16. 16 RubricsDefineLevelsofPerformance Scoringstrategyortoolthatidentifies expectationsforataskorpieceofwork Definelevelsofperformance Analyzeanddescribestudents’responsestotasks Determinestudents’levelofproficiency Clearlydescribeexpectations Articulatesgradationsofquality(fromhigh-quality worktobelow-qualitywork) Communicateexpectationstostudentsandparents Partners forMathematicsLearning

17. 17 ExaminingSampleRubrics Reviewthesamplerubrics Discusshowtheserubricsmightworkwith yourownstudents Whatexperienceshave youhadwithusingrubrics? Partners forMathematicsLearning

18. 18 GeneralandSpecificRubrics GeneralRubrics Describethecriteriaingeneralterms Canbeappliedtoavarietyoftasksorproblems SpecificRubrics Includemoredetailsandspecificcriteria Easiertouseforspecifictasks Canbeappliedmoreconsistently Lesslikelytobeopentodifferentinterpretations Partners forMathematicsLearning

19. 19 GeneraltoSpecificRubrics Generalrubricscanbethebasis forscoringspecifictasks Ingradelevelgroups,modifythegeneral rubricforyourgradelevel’stask Howcanthisbedoneeasilyandefficiently? Partners forMathematicsLearning

20. 20 GeneraltoSpecificRubrics Forspecificrubricstobeausefultool… Theyneedtobeappliedtorichtasksthatask forexplanationofhowtaskwassolved Theyoftenneedtoberefined(clarified)using studentworksamples Theyshouldgivestudentsideasthatwillhelp themgivegoodexplanationstosimilar problems Reviewthestudentworksamplestorefineyourrubric Partners forMathematicsLearning

21. 21 Rubrics… Monitorstudentperformanceandhelpto improveit Shouldbesharedwithstudentssothat theyknowwhattoexpectandhowto monitortheirownwork Areusedbystudentstoself-assessandto givefeedbacktotheirpeers Canbecreatedbytheclasstoanalyze tasks Partners forMathematicsLearning

22. 22 StudentsInvolvement Oncearubrichasbeencreatedorselected… Askstudentstoassesstheirownprogresson atask Askstudentstoassessoneanother Haveexplicitdiscussionsaboutwhatquality worklookslikeandevaluateresponses Providestudentswithopportunitiestosuggest improvementstoweakresponses Partners forMathematicsLearning

23. 23 MakingtheProcessOngoing Nextstepsasstudentsasready: Providestudentswithanopportunityto revisetheirwork Havestudentssolveasimilarproblem Studentshavetobeabletoapplywhatthey learnedabouttheirresponsestoimprove theirperformance…thismakesanactivity formative Partners forMathematicsLearning

24. 24 GoalsofModule5 Empoweringchildren throughassessment Utilizingrubricstocommunicate expectationstostudents Promotingpeercollaboration;students asinstructionalresourcesforeach other Partners forMathematicsLearning

25. 25 PeerCollaboration Involvesstudentstalkingabouttheir performancewithotherstudents Studentsusefeedbackfrompeerstoguide theirlearningprocess Studentsmusthaveaclearunderstanding ofthelearningtargetsandgoodwork Asafeclassroomenvironmentmustbe establishedsostudentsfeelcomfortable givingandreceivingfeedback Partners forMathematicsLearning

26. 26 AdvantagesofPeerCollaboration Givesstudentsasenseofownershipofthe learningprocess Studentsareempoweredandmotivated Encouragesstudentstotakeresponsibility fortheirownlearning,developingthemas autonomouslearners Treatscollaborationaspartoflearning,so thatmistakesareopportunitiesformore learningratherthanfailures Partners forMathematicsLearning

27. 27 AdvantagesofPeerCollaboration Developsstudents’abilitiestowork cooperatively,tobecriticalofothers’work andreceivecriticalappraisalsof,and feedbackon,theirownwork Peercollaborationcanhelpself- assessment;byjudgingtheworkofothers, studentsgaininsightintotheirown performance Partners forMathematicsLearning

28. 28 PeerCollaboration Providemultiple,short-timeopportunitiesfor peercollaborationandself-assessment Modelandroleplayworkingwithapeer Establish“shoulder”and“face”partners Havepartnerscompareworkwitharubric Teachstudentsstrategies “TwoStarsandaWish”strategy “Showdown”strategy Partners forMathematicsLearning

29. 29 RolePlayandModel Insupportingstudentcollaborationandself- assessment, Teachermodelshowtoaskquestionsto betterunderstandwhatstudentsarethinking Teacherandstudentsroleplay howtoworkwithapartner Teacherprovidestimefor studentstoworkwitheach otherandoffersfeedback Partners forMathematicsLearning

30. 30 Pal,Shoulder,andFacePartners PalPartners Studentschooseafriend withwhomtocollaborate ShoulderPartners Teacherpairsstudentsof similarachievementlevel FacePartners Teacherpairsstudentsthat are1-2levelsapart Partners forMathematicsLearning

31. 31 PeerCollaboration: TwoStarsandaWish Studentsworkinpairs Studentsprovide2positive,mathspecific comments Studentssuggestanimprovementasa“wish” Howmightthisstrategyhelpstudentspeer collaborateandassess? Whatisthebenefitofrequiringtwopositive commentsandoneopportunityfor improvement? Partners forMathematicsLearning

32. 32 PeerCollaboration-Showdown Getintogroupsoffour Captaindrawsacardandreadsthequestion Groupmembersanswerindividuallyondry eraseboards(clipboardswithpaper) Whenallarefinished,captaincalls “Showdown”andindividualsrevealanswers Ifallanswersarenotcorrect,worktogether soeveryoneunderstandscorrectanswer Partners forMathematicsLearning

33. 33 PeerCollaboration Whatotherstrategieshaveyouusedto supportstudentsworkingtogethertoimprove theirunderstandingofmathematics? Whatwaysdoyouprovideopportunitiesfor studentstoprovidefeedbacktoeachother? Howdoyouhelpstudents learntocomparetheirown workwithastudent-friendly rubric? Partners forMathematicsLearning

34. 34 SettingGoals,IdentifyingProgress Encouragingstudentstotakegreater responsibilityfortheirownlearningalso includes Havingthemidentifypersonallearninggoals Helpingthemidentifyworkthatshowshow theyarereachingtheirgoals Guidingthemastheycharttheirprogressin reachingthegoals Partners forMathematicsLearning

35. 35 MakingStudentsActivePartners CompletetheStrategiesforEncouraging StudentResponsibilityhandoutandthen respondtothesepromptsinyourjournal: Whatarethepotentialbenefitsto studentswhentheytakegreater responsibilityfortheirownlearning? Whatarethebenefitstoteachers whenstudentstakegreater responsibilityfortheirownlearning? Partners forMathematicsLearning

36. 36 HomeworkForModule6 Tryoneofthepeercollaborationstrategies describedinthismodule Modelingandroleplaying “Pal,”“Shoulder,”and“Face”partners Workingwithrubrics Studentsstrategies •“TwoStarsandaWish”strategy •“Showdown”strategy Bepreparedtoshareyourexperienceat thenexttraining Partners forMathematicsLearning

37. 37 DPIMathematicsStaff ChiefConsultant ReneeCunninghamKittyRutherford RobinBarbourMaryH.Russell CarmellaFairJohannahMaynor AmyScrinzi PartnersforMathematicsLearningisaMathematics-Science PartnershipProjectfundedbytheNCDepartmentofPublic Instruction.Permissionisgrantedfortheuseofthesematerialsin professionaldevelopmentinNorthCarolinaPartnerschooldistricts. Partners forMathematicsLearning

38. 38 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

39. 39 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

40. 40 PARTNERS forMathematicsLearning FormativeAssessmenttoSupportStudentLearning Module5 GradesK-2 MakingStudents ActivePartners Partners forMathematicsLearning