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How Do You Know Students Learned What You Just Taught? Lee Ann PruskeRosann Hollinger Bernard Rahming Mathematics Teaching Specialists, Milwaukee Public Schools National Council of Supervisors of Mathematics Indianapolis, IN April 11, 2011

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Learning Intention We are learning to understand the role of learning intentions and success criteria in the instructional process.

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Success Criteria We know we are successful when we can articulate the role of learning intentions and success criteria in the instructional process.

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Milwaukee Public Schools Mathematics 184 Schools 82,000 Students 184 Math Teacher Leaders (116 released) 10 Math Teaching Specialists Year 8 of the MMP grant Monthly, day-long professional development for MTLs

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Comprehensive Mathematics Framework

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MMP Learning Team Continuum Aligned with Formative Assessment Principles (1) Prior to teaching, teachers study and can articulate the math concepts students will be learning. (2) Teachers use student-friendly language to inform students about the math objective they are expected to learn during the lesson. (3) Students can describe what mathematical ideas they are learning in the lesson. (4) Teachers can articulate how the math lesson is aligned to district learning targets, state standards, and classroom assessments (CABS), and fits within the progression of student learning. (5) Teachers use Classroom assessments that yield accurate information about student learning of math concepts and skills and use of math processes. (6) Teachers use assessment information to focus and guide teaching and motivate student learning. (7) Feedback given to a student is descriptive, frequent, and timely. It provides insight on a current strength and focuses on one facet of learning for revision linked directly to the intended math objective. (8) Students actively and regularly use descriptive feedback to improve the quality of their work. (9) Students study the criteria by which their work will be evaluated by analyzing samples of strong and weak work. (10) Students keep track of their own learning over time (e.g., journals, portfolios) and communicate with others about what they understand and what areas need improvement. Stage 1 Learning Targets Stage 2 Align State Framework and Math Program Stage 3 Common CABS Stage 4 Student Work on CABS Stage 5 Descriptive Feedback on CABS Understand importance of identifying and articulating big ideas in mathematics to bring consistency to a school’s math program. Develop meaning for the math embedded in the targets and alignment to state standards and descriptors and to the school’s math program. Provide a measure of consistency of student learning based on standards/descriptors and targets. Examine student work to monitor achievement and progress toward the targets and descriptors. Use student work to inform instructional decisions, and to provide students with appropriate descriptive feedback.

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“…children are more motivated and task oriented if they know the learning intention of the task, but they are also able to make better decisions about how to go about the task. “ Shirley Clarke, 2001

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The Purpose of… Learning Intentions is to focus the teacher and the student on the important math to develop in a lesson Success Criteria is to articulate to students what they should be able to demonstrate or do after the day’s lesson.

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Analyzing a Sample Lesson and Applying Formative Assessment Principles Work in small groups: Analyze the lesson and background information to surface the big math ideas. Translate a big math idea into a student friendly learning intention and success criteria; record on chart paper and post on wall.

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Share Your Thinking!

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Sharing Learning Intentions … “Is only the first step in the processes of formative assessment, leading to pupil self-evaluation and teacher or peer feedback after the work is completed.” Shirley Clarke, 2001

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Learning Intention and Success Criteria We are learning to understand the role of learning intentions and success criteria in the instructional process. We know we are successful when we can articulate the role of learning intentions and success criteria in the instructional process.

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The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation www.mmp.uwm.edu

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