gacis mdc training – introduction
DESCRIPTION
GACIS MDC Training – Introduction. Mathematics Design Collaborative Vicki D. Mixon Math Trainer, GADOE. MDC. Mathematics Design Collaborative Shell Center – Silicon Valley Mathematics Initiative – MARS – MAP – Gates Strategies and Tools to assist teachers as they implement CCSS - PowerPoint PPT PresentationTRANSCRIPT
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
GACISMDC Training – Introduction
Mathematics Design Collaborative
Vicki D. MixonMath Trainer, GADOE
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
MDC• Mathematics Design Collaborative• Shell Center – Silicon Valley Mathematics
Initiative – MARS – MAP – Gates• Strategies and Tools to assist teachers as
they implement CCSS• Formative Assessment Lessons (a.k.a.
Classroom Challenges)
• Communicating• Making connections• Justifying• Explaining• Critiquing the reasoning of others• Attending to precision• Modeling with mathematics
Sounds like literacy to me. Do you agree?
MDC Spotlights SMP
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Formative Assessment… all those activities undertaken by teachers, and by their students in
assessing themselves, which provide information to be used as feedback to
modify the teaching and learning activities in which they are engaged. Such assessment becomes ‘formative
assessment’ when the evidence is actually used to adapt the teaching
work to meet the needs. (Black & Wiliam, 1998)
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
In Prospective
When the chef tastes the sauce it is formative
assessment; when the customer tastes it, it is
summative. (Anon)
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Essential QuestionsHow can problems be used to
assess performance?How can this assessment be used
to promote learning? What kinds of feedback are most helpful for students and which are
unhelpful?How can students become engaged
in the assessment process?
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Formative Assessment LessonsA pre-lesson assessment is given to diagnose misconceptions.
A post-lesson assessment will help teachers adapt instruction.
Throughout the lesson the teacher will be using a variety of formative assessment techniques
Teachers develop feedback questions based upon evidence.
Each lesson has a whole class introduction
A collaborative activity
And a plenary or closing whole class discussion
All necessary teacher resources all provided
CCGPS Standards for Mathematical Practice1.
Mak
e se
nse
of p
robl
ems
and
pers
ever
e in
so
lvin
g th
em
6.
Atte
nd t
o pr
ecis
ion
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of others
4. Model with mathematics
5. Use appropriate tools strategically
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning
Overarching habits of mind of a productive mathematical thinker
Reasoning and explainingModeling and using toolsSeeing structure and generalizing
The Standards for Mathematical Practice represent the habits and attitudes of mathematical thinkers and are integral to the superstructure of CCGPS mathematics. The practice standards define the way knowledge comes together and gets used by students. Administrators are encouraged to focus on the practice standards when evaluating the teaching and learning process.
Georgia Department of EducationDr. John D. Barge, State School Superintendent
June 27, 2012
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Just a bit more. . . • In this respect, those content standards which set
an expectation of understanding are potential “points of intersection” between the Standards for Mathematical Content and the Standards for Mathematical Practice. These points of intersection are intended to be weighted toward central and generative concepts in the school mathematics curriculum that most merit the time, resources, innovative energies, and focus necessary to qualitatively improve the curriculum, instruction, assessment, professional development, and student achievement in mathematics.
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
What you need to know• Lessons are created by the experts• Aligned to Common Core• Placed in our Georgia frameworks• Prepare students for performance-based
assessments• Training and collaboration is important• Training includes how to analyze student
growth to adapt instruction
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
More specifically• Short, 2-3 question assessment• Designed to uncover misconceptions• To be analyzed but not graded• Requires students to use the LOTS as
they justify and explain• Helps teachers pinpoint the necessary
focus for future instruction• Encourages students to become
independent learners/thinkers (feedback questions)
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Agenda - Thursday• Morning
– Introduction– Formative Assessment Lesson (OKRESA)
• Lines and Linear Equations
• Afternoon– Concept Development vs. Problem Solving
• Parallel & Perpendicular Lines• Having Kittens
– Improving Learning Through Questioning
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Agenda - Friday• Morning
– Students Working Collaboratively – Strategies & Tools– Website resources
• Website: www.map.mathshell.org
• Afternoon– Inspect What You Expect – Next Steps & Closing
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Closing• Review
• Research & Evidence
• Handout – Next Steps
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Lessons Learned• Collaboration is key
– Preparation– Planning– Developing feedback questions– Reflection– Analyzing student growth
• Feedback questions based upon evidence• Analysis of student growth is imperative
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Teacher Name: Knox
Subject: Math 2
Formative Assessment Lesson: Forming QuadraticsTotal Number of Students: 10
Total Percentage
Pre-Test 80% 60% 80% 90%Post-Test 10% 0% 10% 60%
Total Count
Pre-Test 8 6 8 9Post-Test 1 0 1 6
Student Misconceptions
Student
Identifying y-int. given
standard form
Identifying zeros given
factored form
Identifying the
vertex given vertex form
Writing an
equation given a
coordinate
1
Pre-Test xPost-Test x
2
Pre-Test x x x xPost-Test x
INSPECT WHAT YOU EXPECT
• Make the Expectation Clear: “Non-Optional” Formative Assessments
• Observe the Lessons• Ask for Student Work Samples• Ask to see Analysis of Student Errors
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Take-Aways
• Questioning Techniques• Open-ended assessments• Collaboration• Student dialogue and engagement• Address misconception
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
In Review Essential Questions
• How can problems be used to assess performance?
• How can this assessment be used to promote learning?
• What kinds of feedback are most helpful for students and which are unhelpful?
• How can students become engaged in the assessment process?
Answers
• Short, 2-3 question assessment• Designed to uncover
misconceptions• Requires students to use the
LOTS as they justify and explain; collaborative activity
• Helps teachers pinpoint what they need to focus on
• Specific; question form. To be analyzed but not graded
• Encourages students to become independent learners/thinkers
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Formative Assessment is Shown to be more successful than direct instruction alone.
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Formative assessment is like a biopsy. You use it to diagnose and treat the problem.
Summative assessment is like an autopsy. By the time this occurs it is too late to provide treatment.
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Who to contact• RESA
– Most have received training and have been involved in classroom observations/feedback
– GaDOE is supporting this endeavor – Some schools have requested their RESA to
begin now!• Other schools who have had MDC training and
have successfully scaled it system-wide• Vicki Mixon; [email protected]