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November 5, 2013. Anchoring the Work Work with a partner to complete the problems. (10 min.) What knowledge and skills are required? What reasoning is.

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Presentation on theme: "November 5, 2013. Anchoring the Work Work with a partner to complete the problems. (10 min.) What knowledge and skills are required? What reasoning is."— Presentation transcript:

1 November 5, 2013

2 Anchoring the Work Work with a partner to complete the problems. (10 min.) What knowledge and skills are required? What reasoning is required? Review the 3-grade span in your math binder (K-2, 3-5) to note grade level standards related to this concept (5-10 minutes). How does Operations and Algebraic Thinking develop through the grades? What can we take away for our own planning? 1. Problems

3 MAP Math Results by Goal %ile in the average band or better (41 percentile+) G2G3G4G5 G6G7G8G9G10 OA OA NO RCNS MD SP G G RED– relative weakness GREEN – relative strength OA=Operations and Algebraic Thinking NO=Number and Operations MD=Measurement and Data G=Geometry RCNS=The Real and Complex Number Systems SP=Statistics and Probability

4 Unit Assessments – OA strand is relative weakness G2 Unit 3 OA.1 – Use addition to solve – 60% G3 Unit 3 OA.5 – Apply properties – 70% G4 Unit 3 OA.3 – Solve problems– 58% For example, Grade 4 results: OA.3 NBT.5 NBT.6

5 As a result, District Goal reads: The percentage of students demonstrating grade level skills in the area of operations and algebraic thinking will increase from 64% to 67% as evidenced by fall to spring MAP Math results on this sub-goal.

6 Where is the district in the process?

7 Domain 1: Planning Independently review rubric with a focus on implications for unit planning (5-10 min). As you read, underline or highlight components that will inform unit planning throughout the day. Pay particular attention to indicators 1b and 1d, which will be the primary focus areas for today. 2-4 Rubric (2 versions)

8 1b: Developing and organizing coherent and relevant units, lessons, and learning tasks The lessons and units of instruction incorporate higher level learning of content skills or concepts to actively engage students to think critically, creatively and solve problems. Units, lessons and learning tasks are clearly aligned to learning outcomes, standards and assessments. Teacher organizes content in such a way that each new piece of information clearly builds on the previous piece and purposefully engages students.

9 Planning 1d: Selecting appropriate assessment strategies to monitor student progress Assessments are clearly aligned with instructional outcomes and results are used to inform planning A variety of assessments tools and strategies aligned to curriculum and content standards are designed or selected to monitor and evaluate students; learning, individually and as a class. Strategies are planned to engage students in developing and/or using assessment criteria to assess their own work. Assessment criteria are clearly articulated.

10 Learning Target I can apply the learning target framework to plan a math unit that will develop students’ algebraic thinking. I will know I am successful when: I develop a learning trajectory for the unit that aligns to curricular expectations and leads to intended outcomes. I develop strong performances of understanding for anchor experiences that require students to apply algebraic thinking in alignment with grade level expectations. I identify areas within the unit planning process for which I may need more support or practice.

11 Pre-Assessment Independently review the exit slip. For each step in the planning process, circle one response: 1. Not sure about this - need more information/support 2. I get it, but need to practice and/or implement 3. This is currently part of my planning process 5 Exit Slip

12 Standards Based Education Model NPS Standards All Above, plus Tasks Student Work Teacher Commentary All Above Stage 1: Identify Desired Results What do I want my students to know and be able to do? Big Ideas  Enduring Understandings  Essential Questions Stage 1: Identify Desired Results What do I want my students to know and be able to do? Big Ideas  Enduring Understandings  Essential Questions Stage 2: Determine Acceptable Evidence (Design Balanced Assessments) How will I know whether my students have acquired the requisite knowledge, skills, and understandings? (to assess student progress toward desired results) Stage 2: Determine Acceptable Evidence (Design Balanced Assessments) How will I know whether my students have acquired the requisite knowledge, skills, and understandings? (to assess student progress toward desired results) Stage 3: Plan Learning Experiences and Instruction What will need to be done to provide my students with multiple opportunities to acquire the knowledge, skills, and understandings? (to support student success on assessments, leading to desired results) Stage 3: Plan Learning Experiences and Instruction What will need to be done to provide my students with multiple opportunities to acquire the knowledge, skills, and understandings? (to support student success on assessments, leading to desired results) Skills and Knowledge 7 Outline

13 Identify Desired Results: Step 1: Independent Curriculum Review – (10 min) Review the 3-grade span. What do students need to know and be able to do in your grade in order to be successful in grade 6? Review the unit 3 planning guide: What is this unit all about? What are the intended outcomes? Review big ideas, essential questions Review concepts and skills Review unit assessment Math Binder

14 Identify Desired Results: Step 2: Identify unit objectives – 10 min. Review the concepts and skills in the curriculum. Consider any other concepts and skills necessary based on what you know about your students. Consider any other concepts and skills based on your past experience (for example, common misconceptions). You do not need to rewrite concepts and skills, but you might record other objectives that you need to consider.

15 Whole Group Share Select 2-3 high leverage objectives that are critical in developing algebraic thinking. These should inform the identification of anchor experiences. Be ready to share: What are the objectives? What is your reasoning?

16 Standards Based Education Model NPS Standards All Above, plus Tasks Student Work Teacher Commentary All Above Stage 1: Identify Desired Results What do I want my students to know and be able to do? Big Ideas  Enduring Understandings  Essential Questions Stage 1: Identify Desired Results What do I want my students to know and be able to do? Big Ideas  Enduring Understandings  Essential Questions Stage 2: Determine Acceptable Evidence (Design Balanced Assessments) How will I know whether my students have acquired the requisite knowledge, skills, and understandings? (to assess student progress toward desired results) Stage 2: Determine Acceptable Evidence (Design Balanced Assessments) How will I know whether my students have acquired the requisite knowledge, skills, and understandings? (to assess student progress toward desired results) Stage 3: Plan Learning Experiences and Instruction What will need to be done to provide my students with multiple opportunities to acquire the knowledge, skills, and understandings? (to support student success on assessments, leading to desired results) Stage 3: Plan Learning Experiences and Instruction What will need to be done to provide my students with multiple opportunities to acquire the knowledge, skills, and understandings? (to support student success on assessments, leading to desired results) Skills and Knowledge 7 Outline

17 Determine Acceptable Evidence (20 min.) How will you know that students are successful in this unit? Develop the criteria for success for the unit. What might you learn from the unit assessment? What else might you need to know? How will you find out? 9 Criteria for Success

18 BREAK Please return in 15 minutes

19 Standards Based Education Model NPS Standards All Above, plus Tasks Student Work Teacher Commentary All Above Stage 1: Identify Desired Results What do I want my students to know and be able to do? Big Ideas  Enduring Understandings  Essential Questions Stage 1: Identify Desired Results What do I want my students to know and be able to do? Big Ideas  Enduring Understandings  Essential Questions Stage 2: Determine Acceptable Evidence (Design Balanced Assessments) How will I know whether my students have acquired the requisite knowledge, skills, and understandings? (to assess student progress toward desired results) Stage 2: Determine Acceptable Evidence (Design Balanced Assessments) How will I know whether my students have acquired the requisite knowledge, skills, and understandings? (to assess student progress toward desired results) Stage 3: Plan Learning Experiences and Instruction What will need to be done to provide my students with multiple opportunities to acquire the knowledge, skills, and understandings? (to support student success on assessments, leading to desired results) Stage 3: Plan Learning Experiences and Instruction What will need to be done to provide my students with multiple opportunities to acquire the knowledge, skills, and understandings? (to support student success on assessments, leading to desired results) Skills and Knowledge 7 Outline

20 Plan Learning Experiences and Instruction Step 1: Sequence Learning Progression Sequence the unit objectives to develop your initial learning trajectory. Your trajectory may be different than your neighbor’s trajectory! Make note of math practices that students will develop throughout this unit. See explanation of math practices behind curriculum tab – after pacing guide. 11 Learning Trajectory

21 Plan Learning Experiences and Instruction Step 2: Develop performances of understanding for anchor experiences Laying Foundation: Independently read Strategies for Teaching and Learning –from Georgia to develop a deep understanding of what students need to know and do. Let’s review….what makes a strong performance of understanding? Georgia link

22 It demonstrates a: 1. Student’s understanding and skills; and 2. Provides compelling evidence of student’s understanding and skills (formative assessment) MakingSayingDoingWriting The performance of understanding is what the students are:

23 Learning Task Learning Activity

24 Consideration How Rigorous and Relevant is the Performance of Understanding (what students are making, saying, doing or writing) that you have designed for students?

25 Example Learning Target I can accurately regroup when solving two digit addition problems.

26 Example: Performance of Understanding Given a pair of equations such as = 72, and = ___, apply a rule that would give the solution to the second equation of the pair without adding the factors. As part of our study of Newington, plot three places on our Newington map that you’d like to visit. Refer to the price chart to determine how much it will cost. Write a letter to your parent explaining your trip and why you want to visit each location. As part of our class survey, we found that fourteen students have a pet dog and seven students have a pet cat. What is the total number of dogs and cats? SolveSolution

27 Example: Performance of Understanding Given a pair of equations such as = 72, and = ___, apply a rule that would give the solution to the second equation of the pair without adding the factors. As part of our study of Newington, plot three places on our Newington map that you’d like to visit. Refer to the price chart to determine how much it will cost. Write a letter to your parent explaining your trip and why you want to visit each location. As part of our class survey, we found that thirteen students have a pet dog and seven students have a pet cat. What is the total number of dogs and cats? SolveSolution

28 -How about for Foundational Skills? -What Can We Do to Increase thinking, development and retention? Moving beyond independent worksheet performance of understanding… Have students work in pairs to discuss their solution to problems (cards and/or dice). Record their work in their Math Log.

29 -What Can We Do to Increase thinking, development and retention? Moving beyond independent worksheet performance of understanding… Have students use a place value mat to show their understanding of solving a word problem. Record their work in their Math Log.

30 -What Can We Do to Increase thinking, development and retention? Moving beyond independent worksheet performance of understanding… In a game-like format, small groups work in the following roles: Worker – Uses place value mat to solve the problem Banker – Exchanges place value blocks for the worker when needed, ensuring accuracy of the work Recorder – Captures what worker is doing in writing as evidence of accurate problem- solving.

31 BRAIN BREAK Find a Partner Skip count by the selected number while toe-tapping your partners foot - right foot to right foot, then left foot to left foot, counting one number with each toe-tap. Crossing over the midline of one's body is an excellent way to reset the brain and doing this while skip counting is a wonderful way to practice this all-important skill.

32 Regroup by School

33 Identify anchor experiences What are anchor experiences that will lead students to the intended outcomes? Consider experiences that will allow students to: apply a combination of concepts and skills. apply algebraic thinking. EXPLORE: Have one person explore a specific site to share with the group. Focus on the first 4 links. links

34 Select/develop strong performances of understanding for the anchor experiences that will lead students to the intended outcomes. Consider what students will do, say, write, or create that will allow them to deepen understanding and demonstrate learning. Consider integration with other subject areas. REMEMBER…to include Criteria for Success Plan Learning Experiences and Instruction Step 2: Develop POU links

35 Plan Learning Experiences and Instruction Step 3: State learning targets State learning targets for the anchor experiences. Make sure that the target expresses, from the students’ point of view, the knowledge and skills they will be using in their performance of understanding. Alignment check – Do the learning targets and performances of understanding match the desired results outlined earlier?

36 Extension – Math Workshop Review the performances of understanding. How might you need to differentiate based on student needs? How might math stations support practice and reinforcement?

37 Plan Learning Experiences and Instruction Next steps: Step 4: Develop CFAs Review the criteria for success for the performance of understanding. Consider a CFA that will help you determine whether desired outcomes were achieved.

38 Next Steps – Step 5 Daily Lesson Planning Use the DesCartes Learning Continuum and the learning target organizer to further decompose standards. Develop daily lessons based on current levels of performance. Data team work – Possible areas of focus: Develop a CFA for anchor experiences. Monitor progress toward unit criteria for success by analyzing CFA (focus on student work, not numbers). Identify instructional strategies to address areas of need. Refine plans based on student progress.

39 Exit Slip Revisit PRE-ASSESSMENT – Place a square (instead of circle) to indicate where you are with each indicator. 5 Exit Slip

40 Vertical Alignment check Write one learning target with performance of understanding on chart paper with your grade level listed at the top. Post your chart paper in the room listed below. Paterson and Reynolds – Media Center Chaffee and Green – ROOMS Engage in a gallery walk, focusing on the progression of learning through the grades.


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