1. Student Success In Algebra Laurel County Training Day 6 November 29, 2012 Jim Moore moore6346@bellsouth.net Jennifer McDaniel jennifer.mcdaniel@clay.kyschools.us

2. How do we respond to challenges? Reflecting upon our States of Mind…  Efficacy  Consciousness  Craftsmanship  Flexibility  Interdependence Art Costa & Bob Garmston (Cognitive Coaching©)

3. Efficacy Knowing that I have the capacity to make a difference through my work, and being willing to take the responsibility to do so. (A CAN DO attitude)

4. Consciousness Knowing what and how I am thinking about my work in this moment, and being willing to be aware of my actions and their effects. (Being in the moment)

5. Craftsmanship Knowing that I can continually perfect my craft, and being willing to work toward excellence and pursue ongoing learning. (Being self-modifying, refining)

6. Flexibility Knowing that I have and can develop options to consider about my work, and being willing to acknowledge and demonstrate respect and empathy for diverse perspectives. (great sense of humor, can see things from other perspectives, multiple options, think outside of the box)

7. Interdependence Knowing that we will benefit from our participation in, contribution to and receipt of professional relationships, and being willing to create and change relationships to benefit our work. (Two heads can be better than 1)

8. 5 States of Mind Mnemonic

9. Formative Assessment Tasks www.mathshell.org

10. What are FAL’s? Lessons designed to move students away from simply getting the answers and toward learning the mathematics that they need to solve the problem. Formative Assessment Lessons

11.  Clarifying and sharing learning intentions and criteria for success  Engineering effective discussion, questions, activities, and tasks that elicit evidence of learning  Providing feedback that moves students forward  Activating students as instructional resources for one another  Activating students as owners of their own learning 5 Strategies of Formative Assessment

12.  Completed 2/3 of the way through a unit.  Completely scripted (They are not intended to be changed.)  Students are grouped according to pretest/misconceptions or by ability  Most take 2-3 days  Scaffold learning (all students are expected to show growth, but do not all reach the same level of understanding) Key Characteristics of a FAL

13.  Problem Solving  Concept Development Types of a FAL

14.  Begins with a task  Encourages students to formulate questions and reason logically  Given sample student work showing different approaches with mistakes  Critique and improve the work  Revise their original approach or change it  Communicates and reflects on results  Video  http://map.mathshell.org/static/draft/pd/modules/3_Pro blem_Solving/html/videos_d1.htm http://map.mathshell.org/static/draft/pd/modules/3_Pro blem_Solving/html/videos_d1.htm Problem Solving Characteristics

15.  Begins with a task or pre-assessment  Students are exposed to feedback questions  Involved in a learning activity (small group)  Class discussion (whole group)  Post-Test to measure growth  Video http://map.mathshell.org/static/draft/pd/modules/2_Concept_Less ons/html/videos_e1.htm Concept Development Characteristics

16.  Work through the FAL as a student to make sure it fits  Complete the pre-assessment 2-3 days prior to completing the activity  Use results to group kids according to misconceptions  Meet as a math team to develop feedback questions based on pre-assessments Process of a FAL

17.  Frame the lesson  Students complete the process according to script -individual -collaborative -whole group  Post-assessment/reflection  Teacher uses results to guide instruction for the remainder of the unit Process of a FAL cont’d.

18. MAP Assessment Task Types The task types indicate the breadth and depth of CCSS mathematical practices assessed by the task. Novice tasks involve only MP2 and MP6 and do so at a low level. Apprentice tasks add MP3 and MP7 but, because of the guidance within the task, do so at a comparatively modest level. Expert tasks aim to cover the full range of practices.

19. 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 Mathematical Practices

20. Formative Assessment Apprentice Task FUNCTIONS