Module 3 January, 2009 Sponsored by The Kentucky Department of Education And The University of Kentucky (PIMSER)

Advance Organizer What do teachers need to know in order to make sense of student misconceptions? How are a teacher’s pedagogical moves impacted by content, by students’ ideas about the math, and by his/her long-term agenda? How can we support teachers in establishing clear learning targets? Why are these targets important in the teaching/learning process?

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CLEAR TARGETS Classroom Assessment for Student Learning Chapter 3

Clear statements of the intended learning benefits, in student-friendly language. “I Can…” Statements CLEAR LEARNING TARGETS…

Deconstructing the Standards… …sometimes referred to as “unpacking” the standards.

Kinds of Achievement Targets KNOWLEDGE SKILLS REASONING PRODUCTS Acquire Positive AFFECT* *Affect targets are not strictly speaking achievement targets. Rather, they are targets that describe feelings, attitudes, and dispositions

KNOWLEDGE SKILLS and REASONING PRODUCTS FACTS MASTERY OF SPECIFIC SKILLS CREATING VOCABULARY USING KNOWLEDGEDESIGNING SIMPLE PROCESS APPLICATIONBUILDING RETRIEVE from RESOURCES PROBLEM SOLVING “Flat Out Know”“Use…”

REASONING… Analytical or comparative reasoning Synthesizing Classifying Inductive and deductive reasoning Critical/evaluative thinking

SKILLS Using a calculator Checking the solution of an equation Working effectively on a team Simplifying a fraction

PRODUCTS Writing samples Term projects Artistic products Research reports Shop projects Science exhibits

Acquire Positive Affect Positive self-concept Desire to learn/read/think critically Positive attitude toward school Good citizenship Respect toward self and others Flexibility Perseverance!!!!!!!

EXAMPLES in MATHEMATICS KNOWLEDGE Recognize a pattern REASONING Determine the rule for a pattern

SKILL Match a t-table with the corresponding graph PRODUCT Construct a graph DISPOSITION Likes mathematics

Practice Example: Refer to the Program of Studies Primary Geometry

Big Idea: Geometry Students explore and find basic geometric elements and terms, two-dimensional shapes and three- dimensional objects. They find and use symmetry. They move two-dimensional figures in a plane and explore congruent and similar figures. Academic Expectation 2.8 Students understand various mathematical procedures and use them appropriately and accurately. 2.9 Students understand space and dimensionality concepts and use them appropriately and accurately. Program of Studies: Understandings Program of Studies: Skills and Concepts Related Core Content for Assessment MA-P-G-U-1 Students will understand that characteristics and properties of two- dimensional figures and three- dimensional objects describe the world and are used to develop mathematical arguments about geometric relationships and to evaluate the arguments of others. MA-P-G-S-SR1 Students will identify, describe, model, draw, compare and classify two- dimensional figures and three-dimensional objects using elements, attributes and properties. MA-P-G-S-SR2 Students will explore the relationships among two-dimensional figures and three-dimensional objects (e.g., using virtual manipulatives). MA-EP Students will describe and provide examples of basic geometric elements and terms (sides, edges, faces, bases, vertices, angles) and will apply these elements to solve real-world and mathematical problems. DOK 2 MA-EP Students will describe and provide examples of basic two-dimensional shapes (circles, triangles, squares, rectangles, trapezoids, rhombuses, hexagons) and will apply these shapes to solve real-world and mathematical problems. DOK 2 MA-EP Students will describe and provide examples of basic three-dimensional objects (spheres, cones, cylinders, pyramids, cubes) and will apply the attributes to solve real-world and mathematical problems. DOK 1

Knowledge Reasoning and SkillsProducts Geometry Grade: _________ move two-dimensional figures in a plane and explore congruent and similar figures. Understanding: Students explore and find basic geometric elements and terms, two- dimensional shapes and three-dimensional objects. They find and use symmetry. They move two-dimensional figures in a plane and explore congruent and similar figures. Standard: MA-P-G-S-SR1 - Students will identify, describe, model, draw, compare and classify two-dimensional figures and three-dimensional objects using elements, attributes and properties.

“ I Can …. ” Sample Statements _____ 1. I can _____ 2. I can _____ 3. I can _____4. I can

Developing Algebraic Thinking Lessons and Activities

Assignment: CASL – Chapter 4 Lenses – Reading #4 Next Steps:

Pick an idea that came up today that you found particularly interesting. What is your current thinking about this idea? Where is your school now with regard to this idea? What are one or two things that you, as an instructional leader, will go back and pursue to move yourself and/or your school along with this idea? Bridging to Practice