1 / 25

Beth Schefelker, Math Teaching Specialist, Milwaukee Public Schools

Effective Conversations That Lead To Effective Instruction: Using A Portfolio Process to Structure Teaching and Learning of Mathematics. Beth Schefelker, Math Teaching Specialist, Milwaukee Public Schools Joanie Marchillo, Math Teacher Leader, Milwaukee Public Schools

rogerjames
Download Presentation

Beth Schefelker, Math Teaching Specialist, Milwaukee Public Schools

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Effective Conversations That Lead To Effective Instruction: Using A Portfolio Process to Structure Teaching and Learning of Mathematics Beth Schefelker, Math Teaching Specialist, Milwaukee Public Schools Joanie Marchillo, Math Teacher Leader, Milwaukee Public Schools Melissa Hedges, Math Teaching Specialist, Milwaukee Public Schools National Conference of Supervisors of Mathematics 42nd Annual Conference, 2010 San Diego, California The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding by the National Science Foundation.

  2. Session Goal • To engage in conversations highlighting the successes and challenges of implementing a portfolio assessment process. • To develop an understanding of the impact professional conversations have on supporting formative assessment practices. • To broaden our thinking about how students benefit from monitoring their learning through a portfolio process.

  3. Milwaukee Mathematics Partnership • $20 million • NSF Grant from 2003 - 2007 • 4 Goals • Develop understanding of the Comprehensive Mathematics Framework. • Improve Teacher Mathematical Content Knowledge • Develop Distributive Leadership • Increase Student Achievement

  4. Initiatives That Have Surfaced From the MMP Work • A Comprehensive Mathematics Framework to provide a structure for daily instruction. • A curriculum alignment process from MPS Learning Targets to the WI State Assessment Framework. • Classroom Assessments Based on Standards (CABS) • The MMP Protocol for Looking at Student Work • Giving Effective Feedback

  5. Current Status K-8 School serving 400 students Student population is 98% african american students. 29% Special Education students 30 staff members with 16 teachers who teach mathematics. Current Struggles Identified as a School In Need of Improvement (SIFI) for 4 years. Neighborhood school with a low socio-economic population. 20% student mobility 20% teacher mobility Identified by the school board for closure for the past two years. Auer Avenue School

  6. A Bit of Background on the MTL • 25 year veteran of Auer Avenue School • 4, 5, and 6th grade teacher • Math Teacher Leader - 6 years MTL Challenge • Increase Student Achievement • Improve classroom mathematics instruction • Improve discussions around mathematics teaching and learning.

  7. A Core Belief: Formative Assessment Makes A Difference Firm evidence shows that formative assessment is an essential component of classroom work and that it’s development can raise standards of low-achieving students. Black P. & Wiliam, D. (1998), Inside the black box: Raising standards through classroom assessment. Phi Delta Kappen, 80 (2), 139-148.

  8. Thinking About Assessment Practices Turn and talk with a table partner… In what way have you seen these ideas embedded in mathematics assessment practices in your district ? Thinking About The Work To Be Done… What conversations need to take place with teachers in order to provide a focus and a structure to change mathematics assessment practices?

  9. Alignment of Principles of Formative Assessments to the Learning Team Continuum of Work for Mathematics

  10. Cindy Grade 2/3 Teacher Reflect on this question as you watch the monitoring conference. • What did you learn about how Cindy uses assessment practices to inform her about her students? • What what way did this conversation highlight important aspects about Cindy’s math instruction?

  11. CarmelitaGrade 4/5 Teacher What evidence is there that Carmelita values student involvement in assessment practices?

  12. DarkoGrade 6/7/8 MRP Teacher How has working with portfolios impacted the teaching and learning of mathematics in Darko’s classroom?

  13. Making Connections to the MMP Alignment to Formative Assessment Principles Thinking about the conversations you just watched, what connections can you make to the MMP Formative Assessment Principles?

  14. Connecting to research… An emerging body of evidence suggests strongly that we (educators) need to be more intentional in our use of formative assessment practices. • In what way do the conversations in these clips exemplify the message in this statement? Huinker.D & Freckmann.J (2009). Linking principles of formative assessment to classroom practice. Wisconsin Teacher of Mathematics.

  15. Student Conversations If formative assessments are to be productive, pupils should be trained in self-assessment so that they can understand the main importance of their learning and thereby grasp what they need to do to achieve. Black P. & Wiliam, D. (1998), Inside the black box: Raising standards through classroom assessment. Phi Delta Kappen, 80 (2), 139-148.

  16. Angela and IyonnaGrade 3 • What evidence did you hear that shows Angela and Iyonna are involved in the assessment process? • What evidence do you hear that indicates students are actively engaged in assessment practices ?

  17. Jonte and TreasureGrade 4/5 How are the conversations between Jonte and Treasure similar to those of Angela and Iyonna? Different?

  18. KenteGrade 5 • How does Kente use his portfolio to explain his mathematical understandings? • What surprised you about his explanations? • What other questions would you like to ask Kente if you had the chance?

  19. Connecting Student Comments to Research Thinking about the ten assessment principles outlined on the MMP Formative Assessment Principles Continuum… Which of the principles did you see exemplified in the student conversations?

  20. Students 08-09 test results showed an 8% increase over all. 09-10 test results Improved ability to communicate mathematically both verbally and in writing. Enthusiastic and approach mathematics with a positive attitude. Teachers Instruction is focused on big ideas in mathematics. Intervention is targeted and student progress is monitored. Assessment drives instruction. Clear sense of lesson planning not page by page instruction. How has this initiative impacted Auer Avenue School?

  21. References • Black P. & Wiliam, D. (1998), Inside the black box: Raising standards through classroom assessment. Phi Delta Kappen, 80 (2), 139-148. • Huinker.D & Freckmann.J (2009). Linking principles of formative assessment to classroom practice. Wisconsin Teacher of Mathematics.

  22. Contact Information Powerpoint available on the MMP website • www.mmp.uwm.edu Additional Questions Contact: Joanie Marchillo marchijx@milwaukee.k12.wi.us Beth Schefelker schefeba@milwaukee.k12.wi.us

  23. Comprehensive Mathematics Framework Milwaukee Public Schools, MMP

  24. Video Segments Teacher Cindy - 10:37 - 14:30 • Discusses student work in binder connects to 4 step process and pedagogical connections Carmelita - 33:24 - 36:00 • Benchmark recording sheet Darko - 50:00 - 55:00 • Impact of keeping portfolios for both teacher and student

  25. Video Segments • Students • Angela and Iyonna 1:10 - 4:48 • Explaining rubric and CABS sheet • Jonte and Treasure 19:20 - 24:42 • Description of CABS sheet • Sharing Benchmark recording sheet • Kente 43:26 or 45:54 - 48:50 • Explain CABS sheet • Explaining math understanding of Statistics and Probability • Explaining mathematical improvements

More Related