Kindergarten AMC Professional Development Day 1

 Introduction/Opening ◦ Introductions ◦ Tribal Counting ◦ Why AMC Anywhere Assessments?  Counting Assessment Part 1  Lunch  Data  Counting Assessment Part 2  Stations  Discussion/Breakdown

Looking beyond the “I” in the rush to get our job done Based on the work of Susan Dellinger, Ph.D.

TRIANGLE BOX RECTANGLE CIRCLE SQUIGGLE Which Shape Best Describes You as a Person?

Box’s Motto If you want a job done right……. DO IT YOURSELF

Triangle’s Motto I did it my way…….. And you will do it my way, too

Rectangle’s Motto I know you think that what I said was what I meant, but are you sure that what I meant was what I said?

Circle’s Motto Forget your troubles and just get happy. I’m gonna chase all your cares away.

The Squiggle’s Motto If it feels good, do it!

How Many Picked the Right Shape?  86% pick right the first time  Can you identify with 2 shapes?  Rectangles and squiggles may be all 5 shapes  Knowing your shape and others is described by Dr. Dellinger as Flexing

Each of you embodies every shape Use it to your advantage!

  

 Seize + jingle =  Seize + drift =  Romp – seize=  Romp – nudge = Tribal addition and subtraction

 We were counting… (sort of)  Why can’t we quickly add and subtract?  How do we know when students are struggling in math? What’s Happening? Why is this difficult?

 Lost in the Sea of Assessment

Why are we using these assessments?

Assessing Math Concepts It is not enough to know if the child can get right answers. We need to know what mathematics the child knows and understands. ©Math Perspectives Teacher Development Center, Bellingham, WA

Assessing Math Concepts is: A cohesive look at the development of children’s understanding of core math concepts. ©Math Perspectives Teacher Development Center, Bellingham, WA

AMC Assessments Inform instruction Document growth Uncover the child’s edge of understanding Help us understand how children construct mathematical understandings

The assessments are not about “helping children be right,” but about uncovering what they need regarding instruction.

Counting, Comparing & Pattern Addition & Subtraction Place Value, Multiplication & Division The assessments lead you to resources that will help provide appropriate instruction for each child. ©Math Perspectives Teacher Development Center, Bellingham, WA

 Take a moment to read the handout, when you finish, reflect on the following…  … a child you know is struggling with conservation of number. How do you know he/she is struggling? What might you do to support this child?

 What did you notice about Abigail’s counting?

 Go to Log-in information: District ID: Demo Teacher ID: Demo Password: Demo

When presented with 32 AyVYpnyo AyVYpnyo -what does he estimate? -how does he count? When presented with 32 AyVYpnyo AyVYpnyo -what does he estimate? -how does he count? When presented with 21 fHbyOaSs -what does he estimate? -how does he count? When presented with 21 fHbyOaSs -what does he estimate? -how does he count? When presented with QEVyBk -what does he estimate? -how does he count? When presented with QEVyBk -what does he estimate? -how does he count?

Look again at the article, Counting is More Than 1, 2, 3. Talk with your partner about Corey- what skills/concepts should he be working on?

 What did you notice about the manipulatives used during Corey’s assessments?

 Turn to page 28 in your blue book.  Read the indicators for (A) Ready to Apply

 Turn to page 16 in your blue book. What does an “A” mean?  Discuss how to read and where to go for instruction

Let’s take another look:

AbigailCoreyAaronJasmine Station Name As you move to each station….. 1.Read the teacher directions 2.ENGAGE in the work like a student 3.Discuss with your partner/group which games would be beneficial for each student according to their data and record on your matrix. 4.Use the following questions to help guide your thinking.

 What stations would best support each student’s needs?  How do you know?  How would you know a student was struggling with this work?  How would you know if a student is ready to move on?