1 / 8

Developing District-wide Constructed Response

Developing District-wide Constructed Response. Getting Everyone on the Same Page. ? What has been the value of implementing district-wide CR tasks. A venue to discuss student thinking A venue to deepen teacher content know

tauret
Download Presentation

Developing District-wide Constructed Response

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. Developing District-wide Constructed Response Getting Everyone on the Same Page

  2. ?What has been the value of implementing district-wide CR tasks • A venue to discuss student thinking • A venue to deepen teacher content know • Communication develop student expertise in written and verbally expressing mathematics • Communication throughout the district to bring a cohesive message regarding grade level expectations in mathematics. • Communication between instructional leaders to establish a vision and implement the same message.

  3. Session goals Learning Intention We are learning to define and refine the process of creating an effective district level open-ended mathematics task. Success Criteria We will be successful when grade level teams work together to create a rigorous district-level mathematics task.

  4. Communication PrinciplePSSM 2004 • Organize and consolidate mathematical thinking through communication • Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. • Analyze and evaluate the mathematical thinking and strategies of others. • Use the language of mathematics to express mathematical ideas precisely. How has this thinking evolved with the CCSSM?

  5. 5 Practices for Orchestrating Productive Mathematics Discussions Anticipating - likely student responses to challenging mathematical tasks Monitoring – student’s actual responses to the tasks Selecting – particular students to present their mathematical thinking and work (representations) Sequencing – the student responses that will be displayed in a specific order Connecting – different students’ responses and the key mathematical idea

  6. Jigsaw Directions Each person at a table selects one of the 5 discussion practices to read. Highlight important information about the practice. Note connections between the practice and the process used to develop a district-wide CR task. Share out…

  7. As you begin to develop grade level tasks for Fall of 2014…. • Are developing a task that anticipates a variety of responses? Have you surfaced the multiple responses and discussed them with each other? • Are you developing a task around an important mathematical idea that is central for teachers to understand for that grade level? • Are you developing a task that will drive mathematical conversations…teacher/teacher, teacher/student, student/student • Are you discussing responses you might look for in student work samples? • clear understanding as well as misconceptions?

More Related