Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Task design CMP@CPP Summer 2018

75 views

Published on

Math Resources! Problems, tasks, strategies, and pedagogy. An hour of my 90-min session on math task design at Cal Poly Pomona for a group of teachers (mainly elementary school).

Published in: Education
  • Be the first to comment

  • Be the first to like this

Task design CMP@CPP Summer 2018

  1. 1. Task Design Engaging Students Through Equity-based Practices and Issues of Social Justice. CMP @ CPP June 13, 2018
  2. 2. Gif artist
  3. 3. Peek into #MTBoS / #iteachmath Explore Classroom Chef, This livebinder has even more Engaging Students Through Equity-based Practices and Issues of Social Justice. CMP @ CPP June 13, 2018 Archivist activist Task Design
  4. 4. Archivist activist #mathchat #math #iteachmath #MTBoS
  5. 5. Goals • Build Trust • Do Math Together • Share Strategies and Resources
  6. 6. Guidelines • Be mindful of intent and impact • Engage from a place of compassion (open heart) • Replace judgement with curiosity (open mind) • Challenge ideas not people
  7. 7. 2 3 Subtract
  8. 8. 2 3 How many combinations can you make? a) Use digits 0-9 to fill in the tens and ones Subtract
  9. 9. 2 3 Subtract How many combinations can you make? a) Use digits 0-9 to fill in the tens and ones a) Use digits 0-9 to fill in the hundreds, tens and ones
  10. 10. 0 2 3 How many combinations can you make? a) Use only tens and ones a) Use only hundreds, tens and ones Subtract
  11. 11. What features do effective mathematical tasks have?
  12. 12. What features do effective mathematical tasks have? The task needs _____ in order to _____
  13. 13. Design Feature Purpose Curiosity Familiarity with context Engaging (persistence) Multiple entry points Collaboration Diversity in the task Not just one way of solving Recognizable pattern Relevancy / Student Interest Manipulatives Movement / Music / Modalities Drives questions and creates a context for new learning So Ss can comprehend Keep Ss wanting to explore and try Kids hanging on can stay in it - advanced kid can take it further Confidence and creativity Differentiate (advanced/lower) so not to get boring So you know you get multiple solutions Seeing repetition of pattern Increases engagement and buy-in See it and feel it to understand Engage kinesthetic learning, visual learning
  14. 14. need for certainty need for causality need for computation need for communication need for connection and structure http://math.ucsd.edu/~jrabin/publications/ProblemFreeActivity.pdf (pg. 4) Need to Know
  15. 15. Teaching Style
  16. 16. How do you structure your lessons? a) Across a conceptual unit a) Within a single lesson
  17. 17. Share with a partner Why do you organize them this way? Find common features How do you structure your lessons?
  18. 18. 1)Introductory Task 2)Provision Expert Model 3)Deliberate Practice 4)Transfer Task Lesson Stages http://cheesemonkeysf.blogspot.com/2015/09/how-people-learn-and-how-people-learn.html
  19. 19. 1-3 Standards from Textbook Familiar “Map” to a Unit of Instruction Intro Lecture Endof UnitTest Practice Topic1 Review Mid-Unit Quiz Lecture (Topic 2) Practice Topic2 Lecture (Topic 3) Practice Topic3 Fun(?) Project Familiar Unit “Map”
  20. 20. Big Ideas, Essential Questions, & Valued Learning Goals ≈3-5 Weeks Alternative Unit “Map”
  21. 21. Big Ideas, Essential Questions, & Valued Learning Goals Summative (Diagnostic) Task ≈3-5 Weeks Summative Tasks (≈1-5 days) are tasks or series of tasks that provide students final opportunities to demonstrate understandings, knowledge, and skills related to unit content. Alternative Unit “Map”
  22. 22. Big Ideas, Essential Questions, & Valued Learning Goals One “Map” to a Unit of Instruction Adapted from SVMI Formative (Diagnostic) Task Summative (Diagnostic) Task ≈3-5 Weeks Formative Tasks (≈2-5 days) are open-ended tasks that provide students’ opportunities to deepen conceptual understandings of the unit content AND that provide specific feedback to the teacher on student progress. Alternative Unit “Map”
  23. 23. One “Map” to a Unit of Instruction Adapted from SVMI Alternative Unit “Map” Big Ideas, Essential Questions, & Valued Learning Goals ≈3-5 Weeks Entry Task Formative (Diagnostic) Task Summative (Diagnostic) Task Entry Tasks (≈1-3 days) are open-ended tasks that uncover what students understand, know, and can do related to the big ideas of the unit. They should be highly accessible to ALL students.
  24. 24. Big Ideas, Essential Questions, & Valued Learning Goals One “Map” to a Unit of Instruction Adapted from SVMIEntry Task Formative (Diagnostic) Task Summative (Diagnostic) Task Expert Task ≈3-5 Weeks* Expert Tasks (≈3-10 days) are investigations or projects that provide students opportunities to develop mathematical ideas and construct viable arguments to compare and contrast their ideas with others. Alternative Unit “Map”
  25. 25. Big Ideas, Essential Questions, & Valued Learning Goals One “Map” to a Unit of Instruction Adapted from SVMIEntry Task Formative (Diagnostic) Task Summative (Diagnostic) Task Lesson Series #1 Lesson Series #2 Lesson Series #3 Expert Task ≈3-5 Weeks* 27 Lesson Series (≈1-5 days) connect assessments and are the flesh of the unit. Ideally they begin with re-engagement lessons designed using data gathered from entry, expert, and diagnostic tasks. Alternative Unit “Map”
  26. 26. Geoff's Problem-Based Curriculum Maps offer some strong Math Tasks organized in units Summit Learning Platform has a similar effort with more support
  27. 27. Intro Task Starts with something students know Leads to a burning question Preparation for future learning Can be a hands-on experience
  28. 28. https://vimeo.com/56821540
  29. 29. Act 1: Inquiry - What do we Notice and Wonder Choose a question to solve, make estimates What information do we need? Act 2: Provide requested information Allow for computation Act 3: Reveal - Resolve dissonance Possible extensions 3-Acts
  30. 30. Robert Kaplinksy's lessons His Open Middle worksheet tracks student attempts rather than assuming that students do it correctly once
  31. 31. Agree or Disagree Math
  32. 32. Why? Which One Doesn't Belong?
  33. 33. Math Talks (Number and Pattern)
  34. 34. Math Mistakes
  35. 35. Step 1 Step 2 Step 3 Step 4 How many squares in step 43? Visual Patterns
  36. 36. A great webinar by Desmos Instructional Designer Michael Fenton on how he uses visual pattern problems to get students to make predictions and share their thinking. His questions, What comes next? What else might come next? What comes before? What else might come before? What comes between? What else might come between? Showed some really great variations on the classic visual pattern activity.
  37. 37. Would You Rather Math
  38. 38. Play With Your Math
  39. 39. www.estimation180.com
  40. 40. Deliberate Practice Immediate Feedback Rehearsing Expert Model Interleave worked examples Spiral material throughout the year
  41. 41. Marbleslides Putt Putt Golf are examples of purposeful practice by adding a goal state and some context Desmos
  42. 42. Marilyn Burns
  43. 43. 90-min Lessons 1) Assessment Task 2) Common Issues are presented with suggested prompts 3) Collaborative Activity 4) Whole-class Discussion 5) Suggested teacher moves throughout 6) Students address questions on their pre-assessment MARS Lessons MARS Lessons
  44. 44. Here are some points in the plane: (4, 1), (17, 27), (1, -5), (8, 9), (13, 19), (-2, -11) (20, 33), (7,7), (-5, -17), (10, 13) Choose any two of these points. Check with your neighbor to be sure that you didn’t both choose the same pair of points. Now find the rate of change between the first and the second point. Share publicly. What do you notice? WTF Problems
  45. 45. Variety Matters. Change it up Walk with your notebook and find a partner. Write the equation of the line passing between your points. Repeat 3 times.
  46. 46. Making Open Questions - Method 1 - Write down a question and work out the answer. - Make up a new question that includes the answer as part of the question. 339 + 173 3 * * + * 7 * 512 Closed Open Closed Open 40º Find the missing angles in this trapezoid. What are possible angles in this trapezoid?
  47. 47. Making Open Questions - Method 2 - Write down a complete question including the answer. - Remove some of the question parts or provide alternative solutions. Tina earned the following scores on her last 5 exams: 83, 93, 78, 95, 81. Find the average test score. Tina’s average test score over the last five exams was 86. The highest score was a 95, what might the other scores have been? Closed Open Johnny solved 2x + 4 = 8 and got 2. Susie solved the equation and got 6. Who is correct and why? Closed Open Solve for x 2x + 4 = 8
  48. 48. 1hr webinar on open questions by Ontario learning coordinator Mishaal Surti. It has many actionable tips - and some great comments from the educators who were in attendance. link to his materials revealed at the end ;)
  49. 49. Open Middle
  50. 50. Let’s Practice 1) Select a sample problem to make open SBAC practice items 1) Share with your partner to give and receive feedback on your redesign Repeat this process 2-4 times (time permitting) Find more examples and advice at Open Assessment in Math
  51. 51. Be Less Helpful
  52. 52. 1) What type of community of mathematicians and teachers do you view as valuable and why? 1) What type of resources would you like to have shared/share with others in such a community? 1) What kinds of opportunities would you want? 1) What do you wish mathematicians understood about teachers?
  53. 53. Questions
  54. 54. How many squares can be drawn by connecting 4 points in this 6x6 grid? Organize your thinking Discussion in 8min
  55. 55. What mathematical features do we need?
  56. 56. Transfer Tasks An inspiring transfer task takes a learner seriously as a professional, and offers him or her an engaging, in-context opportunity to apply their new learning with all its glorious, messy, gravity-driven moving parts
  57. 57. MARS Tasks MARS tasks Summative Assessment Includes Rubric and Scored student work
  58. 58. Illustrative Mathematics Tasks Illustrative Mathematics
  59. 59. Heather Kohn on Engineering Design Process Engineering Design Process
  60. 60. Buck Institute for PBL Buck Institute Resources
  61. 61. We aren’t alone - Share your practice Explore Classroom Chef for more This livebinder has even more Thank you Evan Rushton @E_Rushton

×