Presentation on theme: "Getting to Math Understanding WI STEM Summit October 2012 Mary Ann Hudziak CESA 6 Math Coordinator 920-236-0523."— Presentation transcript:
Getting to Math Understanding WI STEM Summit October 2012 Mary Ann Hudziak CESA 6 Math Coordinator firstname.lastname@example.org 920-236-0523
“I taught it, they just didn’t learn it.” -by a teacher
Checking for Understanding How do you know if your students understand?
Today’s Classroom What differences exist in your classroom today compared to five (5) years ago? Teaching strategies Technology Goals/expectations Room organization Class structure Other
Designing Good Instruction Start with the Standards Chunk the standards into meaningful groups for instruction Articulate what students should know, be able to do and understand for each “chunk” of learning What does this learning look like? How will you know that the students have it? Anticipate multiple entry points
Start with the Standards Become acquainted with the standards you are responsible for in your classroom. Write each standard as two or more “learning targets” that explain what students will know, be able to do, or understand as a result of reaching that standard. Share these learning targets with your students as you are teaching to them.
Learning Targets “Students who don’t know the intention of a lesson expend precious time and energy trying to figure out what their teachers expect them to learn” (Moss, Brookhart, Long – 2011).
Learning Targets: 3 Easy Steps Begin with the stem, “The student will…” After the stem, add a verb: analyze, recognize, compare, provide, list, etc. Once you have a stem and a verb, determine the actual product, process, or outcome: The student will be able to recognize foreshadowing in various works of literature. –The student will interpret the results of the calculations...
Multiple Entry Points Assess for current levels of understanding Identify gaps early Differentiate learning for ALL Plan for intervention and enrichment
Assessment is how we check for readiness. Readiness to begin, readiness to move on or dig deeper. Interest Inventories Pre-Tests Formative Summative Copyright 2012 CESA 7, Green Bay, WI10 Assessment
Many Types and Purposes of Assessment Brainstorm What do you use to check for understanding or readiness?
Assessment How will you know if each student has hit the target? Align assessments with expectations.
Align Assessments w/ Targets Assessments should be aligned with your standards and targets. TargetAssessment The student will list...Allow for the opportunity to list. The student will construct...A 2-D drawing or 3-D or object. The student will compare...Show through visual, oral or written format the similarities and differences.
Assessment Consider a rubric for assessment evaluation Align the rubric with the standard and/or learning target(s) it is meant to measure Share with your students and/or include their input.
“Questions, problems, scenarios or prompts that demand engagement in concepts and that stimulate students to make purposeful connections to meaning or relevant mathematical ideas.” Copyright 2012 CESA 7, Green Bay, WI15 Mathematical Tasks
Copyright 2012 CESA 7, Green Bay, WI16 Example of Mathematical Task