1. MME-562 Seminar: Issues in Mathematics: Using Advanced Educational Technology to support Data-Driven Decision Making.

2. Set-up Open Turing’s Class Open WIKI- Start making a new account. :-) Open your e-mail.

3. Agenda Overview of Oct 4th class, See WIKI. Response to September Revisit our data. Learning Objectives Robert Carter Processing Student Explanations Scheduling with Fellows

4. September Comments I asked you to share something:  ･ that worked  ･ you would change  ･ you learned about on Oct 5 and are excited to implement.  ･ and or just ask a question. Go to WIKI.

5. Teacher Comment: Objectives Objective writing for ASSISTment program is very important when looking at results. Did the students meet the objectives etc. Sean Chenevert Burncoat Middle

6. Objectives In the few PPTs I saw their were some issues with the way the objectives were written. So from that DATA I have decided it would be good if we were all on the same page with Objectives. So either dust off your ed book or read the articles I posted on the WIKI or the one I have her to hand out.

7. Objectives “Description of observable student behavior or performance that are used to make judgment about learning.” www.apprima.com

8. Objectives The parts of a learning objective are:  1. Conditions (a statement that describes the conditions under which the behavior is to be performed)  2. Behavioral Verb (an action word that connotes an observable student behavior)  3. Criteria (a statement that specifies how well the student must perform the behavior). www.apprima.com

9. The Case Of Robert Carter Do the math Look at Student Work Read the Case  Look at Robert Carter’s Decisions and Reasons  What are Robert Carter’s Learning Objectives  Analyze Robert Carter’s Decisions with respect to Formative Assessment.

10. The Case of Robert Carter Do the problem in Mr. Turing’ Class. Make the graph on paper.  Problem Set 7 “Case of Robert Carter 5.1”  Problem Set 8 “Case of Robert Carter 5.2” Discussion of Solutions Student Work for 5.2  Rank the responses from Best to least best.

11. The Case of Robert Carter Read the Case. Record (annotating with paragraph numbers):  His decisions  The reason for his decisions If you have time Write the Learning Objectives for Robert Carter.

12. The Case of Robert Carter In a small group determine which of his reasons were data driven and how the case fits into the “Defensible Teaching” outline. Record your work on the WIKI in the Outline provided.

13. The Formative Assessment Cycle Objective(s): The Lesson: The Assessment: Analysis of the Assessment Critique of Lesson Objective(s) 2 new (or same) Lesson 2 in response to Assessment 1 Assessment 2 Analysis of the Assessment …

14. Sorting through Student Work Do the Math Problem Set 10  “MSA - Exit Card - Linear or Not!” Sort the responses into 3 piles with your group. Label the 3 piles.

15. PIMSE Update Fellow weekly Logs Fellow Monthly Mentoring  October, November, December Fellow Exemplary Teaching Practice  We need one date by Dec 25th  Teaching Math (data driven)  Teaching Research

16. Student Survey!!! Students need to take a survey for PIMSE They will do this again at the end of the year. Problem set 7665, Also in “Research Problem Sets” Folder

17. Exit Card Describe and share something:  That worked  You would change  You learned tonight and are excited to implement  And or just ask a question. Go to Turing’s Class and do Problem Set #11

18. Round 2 Your Data! Upload the Power Point Template to your computer. Reflect on your data. Document your Formative Assessment Cycle on the Template I am happy to read and reflect on these for you, just e-mail them or share the google doc.

19. I promised you a better Photo PIMSE 2009- 2010