1. Formative Assessment Lessons

2.  Stephanie Finn, Paulding County  Amy Lundy, Jones County  Kami Wyse, Hall County

3. Concept Development Problem Solving

4. Commonalities  2/3 of the way through the unit.  Pre-assessment/Post assessment  Teachers give feedback to pre-assessment  Students are paired based on pre- assessment performance  Not graded  Accessible to ALL students  Make effective use of Standards for Mathematical Practice

5. Concept Development  Concept Development lessons are intended to assess and develop a students’ understanding of fundamental concepts through activities that engage them in classifying and defining, representing concepts in multiple ways, testing and challenging misconceptions and exploring structure.

6. Genres of Concept Development Lessons  Classifying mathematical objects Classifying mathematical objects  Interpreting multiple representations Interpreting multiple representations  Evaluating mathematical statements Evaluating mathematical statements  Exploring the structure of problems Exploring the structure of problems

7. Structure of Concept Development Lessons--Student  Students complete an assessment task individually  Whole class introduction  Collaborative work on a substantial activity  Students share their thinking  Students revisit the assessment task

8. Structure of Concept Development--Teacher  Planning the lesson  Framing the task Framing the task  Analyze the pre-assessment and offer feedback  Students will be grouped based on COMMON misconceptions  Whole group introduction

9. Structure of Concept Development--Teacher  Facilitate the task, asking questions  Facilitate the sharing of work  Whole group discussion Whole group discussion  Give feedback questions  Post-Assessment  Analyze post-assessment

10. Mistakes and Misconceptions  Why do students make mistakes in mathematics?  What different types of mistakes are there? What causes these mistakes?  How do you respond to each different type of mistake? Why?

11. Grouping based on…  Mistakes and misconceptions made on the pre-assessment  Look for common misconceptions  This helps students get what they need from the task

12. Problem Solving  Problem Solving FALs are intended to assess and develop students’ capacity to select and deploy their mathematical knowledge in non-routine contexts and typically involve students in comparing and critiquing alternative approaches to solving a problem.

13. Structure of Problem Solving Lessons--Students  Complete an assessment task individually “Having Kittens” Activity  Whole class introduction  Reflect on feedback question individually  Collaborative work with a student whose approach is different The collaborative pair will work to create a third solution that is even better  Checking posters  Sharing of work  Review sample work  Revisit the assessment task

14. Structure of Problem Solving-Structure of Problem Solving-- Teachers  Planning & PreparationFraming the task  Analyze the pre-assessment and give feedback  Whole class introduction  Analyze student work  Allow students to reflect on feedback questions and improve their own work

15. Structure of Problem Solving-- Teachers  Facilitate collaborative work Students are paired based on different approaches to the assessment task  Facilitate the sharing of work  Whole group discussion Sharing sample work  Give the post-assessment  Analyze post-assessment responses

16. Grouping  Students are to be grouped based on different approaches to reaching a solution

17. Practical Advice  Allow students time to understand and engage with the problem  Offer strategic rather than technical hints  Encourage students to consider alternate methods and approaches  Encourage explanation  Model thinking and powerful methods

18. Differences Concept DevelopmentProblem Solving  Intended to assess and develop understanding of fundamental concepts  Feedback given after task but before post- assessment  Students are grouped based on common misconceptions from pre- assessment.  Intended to assess and develop capacity to select and deploy mathematical knowledge in non-routine context  Feedback given as part of task  Students are grouped based on different strategies.

19. Ability Levels and FAL’s

20. Personal Experiences

21. 1 st Nine Weeks2 nd Nine Weeks3 rd Nine Weeks 83%79%93% Without FAL Using FAL Amy Lundy’s Benchmark Scores– Powerful Data Results