Supporting the MDC Classroom Trainer Gail Snider, Math Consultant

1. LDC and MDC are classroom tools to help teachers teach the more rigorous standards of the Common Core. 2 Training exemplary content teachers as leaders and embedding professional development into the school day and classroom. What is MDC?

 1. A collaborative activity taught in isolation  2. A Formative Assessment Lesson from the map.mathshell.org site  3. A new name for teaching the same old way  4. A program for teachers looking for a quick fix or an easy way out.  5. A silver bullet or a magic pill. What MDC is not

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 Eight Mathematical Practices  Five Strategies of Assessment for Learning  No GPSing  Productive Struggle What are we looking for in an MDC lesson?

1)Make sense of problems and persevere in solving them. 2)Reason abstractly and quantitatively. 3)Construct viable arguments and critique the reasoning of others. 4)Model with mathematics. 5)Use appropriate tools strategically. 6)Attend to precision. 7)Look for and make use of structure. 8)Look for and express regularity in repeated reasoning. Eight Mathematical Practices 4-6

Money Munchers (5min) 7-8

 How tall are you? How does this help you estimate the length of a bed?  Find a book. How many pages are there? How many sheets of paper are used to make the pages?  How high is that pile of pages? How does this help you estimate the height of a pile of one hundred $1 bills? Consider these questions (10min)

Compare how you worked(5 min) 9-11

1.Clarifying and sharing learning intentions and criteria for success 2.Engineering effective discussions, questions and learning tasks that elicit evidence of learning 3.Providing feedback that moves learners forward 4.Activating students as the owners of their own learning 5.Activating students as instructional resources for one another Five Strategies of Assessment for Learning 12-15

Five Strategies of Assessment for Learning 16

MAP.MATHSHELL.ORG

Classroom Challenge

Non-Negotiables in Arkansas 17

How to help teachers select the appropriate FAL  1. Search by standards and select possible FAL  2. Take the preassessment  3. Work the collaborative activity card sort or student work  4. Complete Anticipating the FAL form Before the FAL

BREAK  Take the preassessment as you would if you were a student. Take a break as you finish we will all meet back in 20 minutes. 18

FORMATIVE ASSESSMENT ANTICIPATION GUIDE 19

 Summarize your findings on a poster. Label three sections:  Successful-where do students show understanding  Struggle-where will your students have difficulty  Strategies-what/how will you teach before the FAL based on this information Before the FAL

OFF STAGE  Use Analyzing Student Work form with the teacher or a team of teachers.  Assist teachers in forming homogeneous pairs as necessary.  Write 3-5 feedback questions to post.  Predetermine where these questions fit in the FAL ON STAGE  Complete the Observation form  Provide support in the classroom as needed  Model appropriate questioning and strategies During the FAL

ANALYZING STUDENT DATA 20

PROTOCOL Work in groups of four for this activity.  One person will select three pre assessments from the Quadratic Functions you just analyzed.  Silently look at the work selected and shared by your partner.  You may want to take notes on what you observe in the work

DISCUSSING THE WORK 1.What do you notice about the student work? 2.What do the students understand? 3.What questions do you have about the work? Refer to page 23 in your training manual to follow protocol Protocol

Reflections from the presenting teacher 1.Comments on student work 2.Reacts to observations from group 3.Responds to questions 4.Shares insight and reacts to surprises Protocol

 Suggestions for Teaching and Learning  1. What will you do next?  2. Discuss the assessment. Protocol

 Debriefing the Protocol  1. What are we learning in the process?  2. How can the process be improved Protocol

MDC Observation Form 28-32

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 Complete analyzing student work after post assessment.  Complete and submit MDC teacher FAL analysis form after post assessment  Determine the remaining course of action and select lessons and learning experiences based on remaining Obstacles Misconceptions and Gaps. After the FAL

DEBRIEFING THE FAL

Post Assessment

MDC Teacher FAL Analysis 35

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 Please complete the evaluation at the end of your training manual and leave on the table.  Contact: Gail Snider  1563 Oakridge Dr.  Harrison, AR   Thank You! 37