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Welcome and Introductions Talking Math Introduction: Why Mathematics Performance Tasks and Formative Assessment? Exploring Mathematics Performance Tasks Overview of Resources ST Math
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Mathematics Performance Tasks and Formative
AssessmentUsing SVMI & SDCOE Resources to Support Transition to the Common Core State Standards in Mathematics
Mathematics Team◦ Jameson Rienick
[email protected]; 858-569-5302◦ Mindy Shacklett
[email protected]; 858-569-5411
Assessment Team◦ Sally Bennett-Schmidt
[email protected]; 858-292-3688◦ Shannon Coulter
[email protected]; 858-292-3593
Many Thanks to SDCOE Contacts:
Welcome and Introductions Talking Math Introduction: Why Mathematics Performance
Tasks and Formative Assessment? Exploring Mathematics Performance Tasks Overview of Resources ST Math
Math Assessment Institute for Valley Center-Pauma
25% of the fish in a bowl are guppies. The same number of guppies as were originally in the bowl are added. What percentage of the bowl is now guppies?
Talking Math
Who’s doing the “heavy lifting” in mathematical thinking our classrooms?◦ Teachers?◦ Students?
When students are confronted with a challenging math problem, rigorous instruction involves helping students clarify their thinking about the task, and letting them come up with approaches and solutions….
The Power of Performance Tasks
The Power of Performance Tasks
The state of mathematics education in America Persistent achievement gaps
◦ Between US students and other countries◦ Between student groups
Common core standards are here◦ Math content standards◦ Standards for mathematical practice
New assessments are coming◦ What you test is what you get
Why Mathematics Performance Tasks and Formative Assessment?
2014-15Common core aligned ELA & Math assessment begins
2013-14Math (Nov 2013) and ELA (Mar 2014) Frameworks published
2010 - 2014Professional learning: awareness, transition, implementation
August 2010Common Core Standards adopted in California
Common Core Standards & Assessment in California
STAR program sunsets July 1, 2014 Smarter Balanced Assessment Consortium
assessments begin 2014-15◦ Grades 3-8 and Grade 11◦ ELA and Mathematics
Transitioning to a Future Assessment System
SBAC Item Types & Design Items individually and collectively must measure
deeper understanding and application of concepts This requires a variety of item types and formats
◦ Selected response◦ Short and extended constructed response◦ Technology enhanced◦ Performance tasks
SBAC Assessment Components End-of-the-year summative assessments
benchmarked to college and career readiness; computer-adaptive, multiple item types
Optional interim assessments in the same item types and scoring scale; available throughout the year for large or small groups of standards.
Formative tools and strategies to support improving teaching, increasing learning, and enabling differentiation; best practices to check for student understanding
“Assessment should be an integral part of teaching. It is the mechanism whereby teachers can learn how students think about mathematics as well as what students are able to accomplish.”
--Everybody Counts
Linking Assessment & Learning
Student-Focused Instruction and Assessment: Formative Assessment Cycle
Formative Assessment Cycle
Examine Student
Work
Inform Teacher
Knowledge
Inform Instructio
n
Administer Tasks
Mathematics Performance TasksTo Inform Instruction and Measure Higher-Level Thinking
Do the task◦ Think about the mathematics you are using
Develop an anticipation guide◦ Where will students show success?◦ Where will students struggle?
Review the rubric Score student work
◦ Training and standardizing papers Analyze the work
◦ What did students understand?◦ What misunderstandings did students demonstrate?◦ What does this mean for instruction?
Let’s Do & Talk Some Math!
What does re-engagement mean to you?
Re-engagement
Revisiting student thinking Addressing conceptual understanding Examining a task from different perspective Critiquing student approaches / solutions to make
connections Engaging the entire class in the math
Re-engagement involves….
Reengagement ProtocolDescribe the
“Story of the Task”
Examine student work. What important
mathematical ideas surfaced in the initial
lesson and in students’ written work?
Pick a Few Key Examples from Student Work
They might represent common strategies, novel approaches, misconceptions, or
lead to contradictory answers.
Design aRe-Engagement
Prompt
Use excerpts from the examples of student work to formulate a
question to re-engage all students in the
mathematics of the task.
Re-engagement with Buttons Taskhttp://www.insidemathematics.org/index.php/classroom-video-visits/public-lessons-numerical-patterning/218-numerical-patterning-lesson-planning ◦ Problem 1◦ Problem 2
Re-engagement in Action
Re-engagement Happens “Live” The heart of the process is in the discussion,
controversy, and convincing of the big mathematical ideas
This is where students have the opportunity to clarify their own thinking, confront their misconceptions to see errors in logic, use mathematical vocabulary for a purpose, and make generalizations and connections
MARS Tasks◦ Tasks, Rubrics, Scored & Unscored Papers, Teacher Tools
Number Talks Problems of the Month (with teacher notes) Videos
◦ Tasks and Re-engagement Lessons◦ Coaching
Resources
Finding Resources
VCPUSD website/Staff/Curriculum Resources
Finding Resources
Finding Resources
Haiku - Staff Curriculum Resources
ST Math
ST Math• K-5• Spatial-Temporal Reasoning• Supplement• Math Without Words• Puzzles:
• Get JiJi to walk across the screen unimpeded
ST Math
• Teaching Math Without Words
• Mind Research Institute
• Arturo’s Story and lots more
• Email Lee for more links
