Developing Professional Mathematics Learning Communities Formative Assessment: Focus on Re- Engagement Lessons.

Slides:

Advertisements

Similar presentations

Re-engagement Lessons

Advertisements

Assessment FOR Learning in theory

Silicon Valley Math Initiative Professional Development Series

Assessment for Learning

SVMI Concept Development Lesson Common Core State Standards- Mathematics (CCSS-M) Conference Mariana Alwell Professional Development Provider Silicon Valley.

Marshal Hurst LDC/MDC Coordinator Professional Development (501)

K–12 Session 4.3 Standards for Mathematical Practices Part 3: Looking for the Practices through Observation Module 1: A Closer Look at the Common Core.

Formative Assessment and Student Achievement: Two Years of Implementation of the Keeping Learning on Track® Program Courtney Bell (ETS) Jonathan Steinberg.

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” GACIS MDC Training – Introduction Mathematics Design.

How does Math Swap support Mathematical Practice 3, Construct Viable Arguments and Critique the Reasoning of Others?

TWSSP Summer Academy June 24-28, Celebrations.

Digging into the Instructional Design Laura Maly Bernard Rahming Cynthia Cuellar Rodriguez MTL Session, September 20, 2011.

How can we collect relevant evidence of student understanding?

Implementing Common Core Mathematics in Long Beach Unified School District Successes & Challenges Anne Oberjuerge K-5 Math Curriculum Leader Becky Afghani.

Formative Assessment / Assessment for Learning ADOC training.

Leadership Role in Creating an Effective Mathematics Classroom.

Supporting the MDC Classroom Trainer Gail Snider, Math Consultant.

Tools for Teachers Linking Assessment and Learning “Assessment should be an integral part of teaching. It is the mechanism whereby teachers can learn how.

Formative Assessment Lessons General Information.

Math Content Workshop Focus: Progression of Fractions in Grades 3-5

Looking at Student work to Improve Learning

Boot Camp Spring  Choose a class and complete a Context for Learning for this class. (It can be the same class as the literacy tasks, but YOU MUST.

Math Talk. Project Challenge Purpose: to increase the number of ethnic and minority students in G/T programs Math Talk was one of the interventions.

Teaching for Learning Christa Lemily 8 th Grade Math South Warren Middle School.

SVMI C ONCEPT D EVELOPMENT L ESSON September 16, 2013 Santa Clara County Office of Education Region 5 Mathematics Network Conference.

You don’t have to be an English teacher to support reading and writing in CTE Linda Affholder.

Presenter: Dylan Wiliam Embedding Formative Assessment: Practical Techniques for K – 12 Classrooms.

WEEK 2 DAY 2 Goals for the day: Tools to collect evidence of student learning. Create clear teaching points for student learning and criteria for success.

The Maths Pipeline Programme for the FE and Skills Sector

November 30 th, 2012 National Council of Teachers Mathematics Regional Meeting - Chicago, IL Productive Struggle to Grow Stronger Mathematics Students.

MDC Training Day 2.

K-8 Math Alliance Green River Regional Educational Cooperative February 2-5, 2009.

Company LOGO Embedding Mathematics into Advanced Careers 1 New Jersey Entrepreneurship Summer Teacher Training Institute July 31, 2013 Facilitator: Kenna.

Lesson Planning SIOP.

Best Practices: Formative Assessment Strategies. A PROCESS used by teachers and students DURING instruction that provides FEEDBACK to adjust ongoing teaching.

Introduction to Assessment for Learning by Dr. Marina Wong Hong Kong Baptist University Department of Education Studies.

Day 4: Homework and Reflection on Week 1 PCMI Reflecting on Practice 2011.

Creating a task from an existing word problem. From page 293 enVision Math Common Core Kathy is measuring the rainfall in a rain gauge for her science.

Elementary Formative Assessment Re-engagement Lessons Using Student Work.

Professional Growth Systems And Nevada Academic Content Standards Strengthening teacher capacity through powerful feedback March 20, 2015.

Coaching for Math GAINS Professional Learning Day 2 April, 2009.

Assessment for Learning in NLC Vicky Quinn (QIO Numeracy)

Pacifika – workshop four Cultivating success. The Learning Progressions Know the DemandsKnow the Learner Know What to Do.

P.R.I.D.E. School Professional Day :45 am- 3:30 pm.

Mathematical Practice 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and.

MDC Training Wednesday, October 22, Learning Targets Teachers will be able to….. Explain how formative assessment helps with student learning Identify.

Tuning Indiana: Education. Originally focused on: Elementary education Math education Special education.

Implementing CIITS: Empowering Kentucky’s Teachers and Leaders for Success.

Formative Assessment: Planning for Learning Academic Coaches Meeting MILWAUKEE PUBLIC SCHOOLS Lee Ann Pruske Mary Mooney March 15, 2013.

Welcome! We’re glad to see you! Review the documents on the table and consider why education is important. Why do we care that all students learn? Who.

Composing Problem Solving in your Common Core Classroom Presenters Jennifer Morris and Kristyl Nuckolls

Balanced Assessment in the Classroom. Review the Balanced Assessment Survey Packet page 26.

Using SVMI & SDCOE Resources to Support Transition to the Common Core State Standards in Mathematics.

13.1 WELCOME TO COMMON CORE HIGH SCHOOL MATHEMATICS LEADERSHIP SCHOOL YEAR SESSION APR 2015 MARGINS: GREAT FOR ERRORS, NOT SO GOOD FOR.

Formative assessment: what it is and what it’s not Dylan Wiliam

© Crown copyright 2006 Renewing the Frameworks Driving Improvement.

Promoting Perseverance in Mathematics Borough Instructional Leads for Mathematics Math Team Department of STEM December 3, 2015.

Southern Regional Education Board An Introduction to the Mathematics Design Collaborative (MDC) Jason Adair

Creating and Supporting a Collaborative Community of Adult Learners.

Exploring Foundational Principle : “Provide assessment and evaluation in mathematics that supports student learning”

Inquiry process To Focus our Professional Learning.

Dr Diane Dalby University of Nottingham, UK.

Connecticut Core Standards for Mathematics

Connecticut Core Standards for Mathematics

Introduction to the Math Design Collaborative

Learning Intentions We are learning to (W.A.L.T.):

Assessment for Learning

Math Information Map and Guide.

Diane Dalby University of Nottingham BERA September 2016

Presentation transcript:

Developing Professional Mathematics Learning Communities Formative Assessment: Focus on Re- Engagement Lessons

Major Objects Participants will learn strategies for effective use of formative assessment. Participants will learn how to conduct a re- engagement lesson.

(Foster, 2010, CBMS Forum)

Jig-Saw Read Read Classroom Assessment: Minute by Minute, Day by Day by Siobhan Leahy, Christine Lyon, Marnie Thompson and Dylan Wiliam o Everyone should read the Introduction through Our Work with Teachers o Group 1: Clarify and Share Intentions and Criteria o Group 2: Engineer Effective Classroom Discussion o Group 3: Provide Feedback That Moves Learners Forward o Group 4: Activate Students as Owners of Their Learning o Group 5: Activate Students as Instructional Resources for One Another o Group 6: Using Evidence of Learning to Adapt Instruction o Everybody: Supporting Teacher Change Be prepared to discuss the major points from your sections.

(Foster, 2010, CBMS Forum)

Students were asked to write a fraction to represent the pies shown below. Who do you agree with? Explain why? JuanJasmineTerry 7/3 7/9 2 1/3

Video What were the major elements of the lesson? What formative assessment strategies did you observe? What are the major differences between a retaught lesson and re-engagement lesson?

Structure of Re- engagement Lessons Although there are no formal templates for constructing re-engagement lessons, certain principles might be considered. The lesson should address the learning needs of the entire class by: o providing access into the task; o solidifying foundational math concepts; o addressing the core mathematics; o surfacing errors and misconceptions in the students’ work; o using student work examples and thinking for others to critique; o promoting higher thinking at the elaborated level of of the task.

(Foster, 2010, CBMS Forum)