Presentation on theme: "2013 - SVMIMAC Trend Setters in Math Education Teachers making sense of student work and learning about different strategies."— Presentation transcript:
2013 - SVMIMAC Trend Setters in Math Education Teachers making sense of student work and learning about different strategies.
Learning Mathematics Preparing our children for a new world!
Retrospective Started in 1998, wanted to push student thinking Thought performance assessment made changes in the classroom in ways that innovative curriculum did not
What does it mean to know something? First: Tool Possession Is the tool in the tool box? What is the average of 19, 21, 23, 25, 27? Second: Tool Understanding Is the operation of the tool understood? The average of five numbers is 23. What might the numbers be?
What does it mean to know something? Third: Tool Application Can the tool be used in a real-world context? You are one member of a household of five people whose average age is 23. What are the ages of the other four people and who might they be? Fourth: Tool Selection A toolbox is of little value if the student never chooses to open it. What tools does the student choose to use? Andrea is having her 13 th birthday today. How many other children in the USA have their 13 th birthday today?
Promote learning/ push thinking As teachers we are not interested in our students ability to do what we have taught them to do. We are only interested in their ability to apply their newly acquired knowledge to a similar but different situation.
Asking a Question that gives Insight into learning How much longer was the longest wingspan from the shortest?
Understanding Place Value and Subtraction What does a student need to understand to use this process? What principals remain in place from subtraction with whole numbers?
Administer Tasks Examine Student Work Inform Teacher Knowledge Inform Instruction Formative Assessment Cycle MARS Tasks Scoring and Student Works Protocols Tools for Teachers and PD Materials Re-engagement Lessons Common Core Standards
Understanding Place Value and Subtraction What principals about subtraction doesnt the student understand?
Understanding Place Value and Subtraction What is going on in the diagram? Where do the numbers come from? Does this make sense?
Dylan Wiliam The one really competitive skill is the skill of being able to learn. It is the skill of being able not to give the right answer to questions about what you were taught in school, but to make the right response to situations that are outside the scope of what you were taught in school. We need to produce people who know how to act when theyre faced with situations for which they were not specifically prepared.
Adding more... Grades Kinder and First, Algebra 3 Added counties and states Added in many High School Districts Improving the feedback to teachers and districts in how to improve learning Getting recognition for the powerful work we have done with formative assessments
But, what if.... Last week – class didnt recognize patterns, didnt see that numbers they were generating were half the first set of numbers Last week – lesson needed to be interrupted when teacher realized students did not prerequisite information because they had skipped the 7 th grade book Dont learn in conceptual way, and get stuck a higher grade levels – missing foundational understanding?
Purpose of Scoring Gather data about student thinking to inform and improve instruction. Rubrics designed by international team to reflect shared values and perspectives. Rubrics provide one means of analyzing student work and giving teachers feedback. Scoring consistency allows us to capture data and gain insight into student thinking.
Leading Scoring is a difficult job. Resistance Search for evidence Ideas for changing classroom instruction Care about students Desire for student success Uncomfortable with the mathematics Change from normal classroom practices Phases of a Scoring Session Understanding the Audience
Changing the Didactic Contract: For most teachers and students, this is changing what is fair or normal to ask in the classroom. This is no longer business as usual. Change is uncomfortable.
Task Design Entry level part - allow access Ramp up - not all parts are equal Meeting Standards - not based on percentage - so doesnt meet that internal rubric of 90% A Meeting Standards based on professional judgment of National Board Based on Common Core
Rubrics Embody value judgments and explicit Computation and representation How to tackle an unfamiliar problem Interpret and evaluate solutions Communicate results and reasoning to others Carefully considered evaluation of performance Now include reference to CCSSs and MPs
Logistics Secret District Code – inside back cover! Put on front cover before printing.
Printing Instructions Run front to back starting with back of the cover sheet – give students chance to think If possible, use book staple on the side- both pages of the task are visible at the same time Back page is the same for all tests- its in your folder Special printing notes located at the beginning of your folder!
Printer Variances We have provided Masters If using the electronic version, check a sample copy to make sure pages are correct and materials show.
Secret Code – For Administrators User: ccmac3 Password:13svmi
Directions for Kinder and First Do an interview, rather than whole class. Teacher may write responses for student.
Kinder and First Given anytime during the year, as appropriate. Not all tasks have 10 Standardizing papers. Scoring materials on-line. Not recording data as a collaborative. Trying to envision what a toolkit might look like for these grades. If teachers give the tasks, please send sample work – 2 or 3 per class.
High School Needs Algebra 2 samples – 2 or 3 per class for audit and toolkits Choice of Integrated 1 and Integrated 2 Covers are in folders, just move tasks from Algebra 1 and Geometry into a different configuration
Giving Everyone a Voice Teacher comments on blank tests – Feel heard – See how to improve task selection – Give us ideas about future professional development needs – Send to me along with scoring questionnaires
MAC Policies Middle School and High School Exams- Time should not be a factor. Currently take test of class they are enrolled in, not grade in school. Second Grade Administration Same day for a grade level Special Needs/ Accommodations Inclusion
Pulled Tests 9 th Test from every folder Used for audit at San Jose State Used for writing tool kits Would appreciate 2 samples for Algebra 2 Would appreciate 2 or 3 samples for Kinder and First
Mailing Address Teacher Comments Questionnaires Pulled Tests: #9 from every folder or group of 20 Linda Fisher 237 Navigator Dr. Scotts Valley, CA 95066
Materials for Scoring Sessions Notes to scorers Green Sheets Questionnaires
Scoring Locations North South East These are locations by district, not teachers preference (binder and over 150 pgs. per person- not possible or cost effective to run a few extras) Except: 8 th, Algebra, Geometry, Algebra 2 No morning snacks- sorry But we will have a light lunch.
Break Time Dont leave until you get yellow data contact information turned in.
Testing Dates Test Window: March 4th – March 15th Data Collection Designee to me by Friday Feb. 10th Data Entry Template to District Designee by March 15th
Planning for Data Entry Score sheets Test Levels for Data and M or H for middle grades and high school MAC/CSIS numbers Demographics for Individual Student Reports
Data Entry on Tests Two columns in spread sheet – One for year enrolled – M for grades 6 through 8, H enrolled in a High School Next enter test taken: 6,7,8, 9= Algebra, 10=Geometry, 11= Algebra 2, 12= Integrated 1 13= Integrated 2 This allows students to take any test, but we can look at data of high school and middle school separately
Data entry Write AB for absent students (missed one day of test) When entering data into spread sheet or mailing me sample papers – Dont include absent students.