Download
1 / 63
720 likes | 907 Views
Formative Assessment and DI in Math Classrooms. Our Learning Target By the end of this session, you will be able to say…. I can explain how some teachers use formative assessments to form math groups. I can explain what data some teachers use to form math groups
E N D
Our Learning Target By the end of this session, you will be able to say… • I can explain how some teachers use formative assessments to form math groups. • I can explain what data some teachers use to form math groups • I can explain how to manage data. • I can explain how some teachers manage math groups in a classroom. • I can explain a variety of activities that students may be engaged with in order to reach mastery
Start with a Pretest! • Figure out what conceptual understanding your students have… • What can they do • What do they know • What cant’ they do • What don’t they know Don’t wait until the end! The Non-example of formative assessment
Once you have assessed your learners, you must take ACTION! Students set goals…
Here’s How it works for me • Split kids into groups based on data. Here’s what the data might look like The Non-example of formative assessment
And I figure out how I can provide DI in order to meet the needs of all my students!
I think about… • What activities would assist students in mastering the concept? • What manipulatives can I use to build conceptual understanding? • What videos are there? • What site offers interactive practice? • Who needs the most teacher support? • Who needs to move on to a new skill?
Learning Target---Estimate Quotients and Products You Pick--- (when finished…hand in to the hand it in place by my desk) if finished before time choose a second activity.. *Pick a partner and play the division math game, but estimate to find the quotient record your work on a sheet of paper. *Complete a practice paper (located by doc cam) by yourself *Create 12 of your own story problems using estimation of quotients and products by yourself *Write a song explaining how to estimate quotients and products with a partner First Learning Target---Add and subtract fractions with unlike denominators Kierra, Cameron, Alexis, M.M., C.J., M.J. Learning Target---Add and subtract fractions with unlike denominators Ciara, Tina, Jeremy, Alex, Josh, Jose
Guidelines for managing flexible groups… • P– Pairs or Partners • A – Alone (individualized work, independent studies) • L – Large group (whole class) • S – Small group (homogeneous (ability grouping) or heterogeneous (mixed ability)
Monday 11:15-11:45 Mrs. Isaac (Back Table) 11:15-11:45- Jimmy, Anthony, Xavier, Alexa, Ez Bring a dry erase board, marker, and pencil Mrs. O’Brien (Center of Desks) 11:15-11:45 – ShaiLynne, Jose, Jorge, Josh Bring a dry erase board, marker, and pencil Mrs. Bigbee Computer Lab (2 digit multiplication, problem solving) 11:15-11:45 Caleb, Kierra, Cruz, Carly, Cameron, Travis, C.J., Alex, M.J., Jeremy, Alexis, Tina 11:45-12:15 Mrs. Isaac’s group, Mrs. O’Brien’s group, and others- Choose to Work with a partner, work alone, or come to back table for more help. Anyone else that feels like they need assistance from me, can come on up!
Use some kind of record-keeping so you and your students will know at a glance who is in each group for a particular activity.
Group members are expected to… • Remember our philosophy…Teach, don’t tell. • Cooperate with one another by using positive language and pleasant voices. • Take turns listening to other members speak • Show respect to one another by being polite and giving positive comments for work well done. • Help one another with any difficulties experienced. • Work together and compromise to come up with one good idea, presentation or project.
Set Goals for improvement Guides Instruction Frequent Formative AssessmentTeacher’s need Palm Pilots! On-going Not graded • At the end of every other math session (about)…I have students complete a ticket out the door or collect some kind of evidence. • Have students self-assess how their learning is progressing… • This is important, because I have found, students may score all items correctly but might not feel totally confident about their mastery.
What data do I use? • Mostly exit card data… • CPS quizzes • Three Minute Buzz • Performance observations… • Anecdotal Records • CI • L to J quizzes • Quarter Tests • Look at some of these…. Jeremy, Jessica, Jorge, Alexa, & Aaron
So I Ask myself… Who needs my attention now? Which students need a different approach? If they don’t get it, I need to switch it up and try something different. Who might benefit from a peer teacher? Which students are not learning anything new, because I haven’t challenged them?
How Emily Mogensen groups kids • I will teach a skill and then create 3 different activities for independent practice according to their ability. For example, for my low kids (Help group) they may work on place value to hundreds and thousands…… • (Happy group)- ones that are comfortable right where they are would work on place value to thousands, and ten thousands with a challenge to hund. Thous. • My experts would practice place value to hundred thousand and be challenged on to millions. • I let me students decide (student choice) where they fit according to self confidence and skill, and they work at a level that fits them best. • Depending on the activity, these flex group activities for independent practice would vary. One day they may be in the happy group, two days later, in help or vise versa.
Then have students set goals for Improvement: Student Mastery Goal Sheet • Specific goals make it easier for students to see progress. • Small goals make it easier for students to feel more successful and makes the concept obtainable. • Students take ownership for their learning • Use the assignment book aka- planner • Research based.
Differentiation – 3 sets of 3(4) • On-Going Assessment • Flexible Grouping • Choices • Readiness • Interest • Learning Profile 1. Content - INPUT (what I want them to learn) 2. Process (how I want them to learn) 3. Product - OUTPUT (how they show me what they know) 4. Environment (offers opportunities for different ways of learning)
How I track short term data… Flex Grouping using data • Math grouping changes almost daily. That is why I choose to use PowerPoint slides… • I just copy and paste the old slide for a new slide and adjust student names, groups, and/or activities. • As more and more students master the concept, their name is moved to out of the highly supported group. • There are a set of students that need a lot of support that appear nearly each time.
Wednesday 11:15-11:45 Mrs. Isaac (Back Table) 11:15-11:45- Josh, Aaron, ShaiLynne,Xavier,Jimmy Mrs. O’Brien (Center of Desks) 11:15-11:45 – Ez, Anthony, Kristal, Alexa, Jorge Mrs. Bigbee Computer Lab (2 digit multiplication, problem solving) 11:15-11:45 Caleb, Kierra,Carly, Cameron, Travis, C.J., Alex, M.J., Jeremy, Alexis, Tina, Jose Mr. Fleck (Round table by closet) – Ciara, M.M., Jessica 11:45-12:15 Student Choice Mrs. Bigbee –Work with group—
After a formative assessment… • Students must be given the opportunity to apply the feedback by trying again(Black & Wiliam, 1998) • What do I want students to know and be able to do? • How will I know if students have learned? • What will we do when students haven’t learned it? • What will we do when students already know it? (Richard DuFour)
Exit Card • Name • Question:Explain how you could use a strategy from this presentation in YOUR classroom. Not at this time YES Rate yourself: 1 = high confidence 2 = medium confidence 3 = I’m not sure on this Would you help someone else learn this?
Guidelines for managing flexible groups… • Practice, practice, practice… • Getting into groups • Moving chairs and/or desks for group work • Monitoring/dealing with noise level in the classroom • Distributing, collecting, storing material • Stopping groups and returning to the whole class.
Formative Assessment Tom Roy about Formative Assessment
Definition: providing descriptive feedback means communicating to students where they are doing well and where they need improvement. Also descriptive feedback provides opportunities for the learner to make adjustments and improvements toward mastery of the standard.
Implications for classroom practice • Share learning goals with students. • Involve students in self-assessment. • Provide feedback that helps students recognize their next steps and how to take them. • Be confident that every student can improve.
