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![“Students taught by teachers developing the
use of assessment for learning outscored
comparable students in the same schools by
approximately 0.3 standard deviations, both
on teachers produced and external state-
mandated tests. Since one year’s growth as
measured in the TIMSS is 0.36 standards
deviations, the effects of the intervention
[formative assessment] can be seen to
almost double the rate of student learning.
Dylan Wiliam,2007, 2011
Assessment – Why? What? When?](https://image.slidesharecdn.com/scusdgrades8teachers12-241210220816-a40a7b5c/75/Science-8_grades_8_teachers_12-13-13-pptx-28-2048.jpg)
![“Recent reviews of more than 4000 research
investigations show clearly that when the
[formative assessment] process is well
implemented in the classroom, it can
essentially double the speed of student
learning producing large gains in students’
achievement, and at the same time, it is
sufficiently robust so different teachers can
use it in diverse ways and still get great
results with their students.”
James Popham, 2011](https://image.slidesharecdn.com/scusdgrades8teachers12-241210220816-a40a7b5c/75/Science-8_grades_8_teachers_12-13-13-pptx-29-2048.jpg)
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Science 8_grades_8_teachers_12.13.13.pptx
- 1. Grade 8 Teachers December13, 2013
- 2. • The volumeof a rectangular shipping box is 4.125 cubic feet. What might the dimensions be? Be prepared to prove that your answer is correct. Warm-Up
- 3. 1. Trial andError/ Guess and Check 2. Look for a Pattern 3. Make a Model 4. Draw a Picture 5. Make a Table 6. Write a number Sentence 7. Work Backwards 8. Solve a simpler (related) problem Problem Solving Strategies
- 4. • Participants willexplore open ended problems and the use of problem solving strategies. • Participants will focus on effective feedback and assessment practices. • Participants will apply their knowledge and understanding to develop a lesson. Outcomes
- 5. • Welcome andintroductions • Problem solving strategies in a mathematics classroom • Exploring a fixed versus growth mindset • Investigating effective assessment practices • Looking at student work • Designing a lesson Agenda
- 6. Design an openended warm-up. • What problem solving strategies could students use? • What key questions could you ask to deepen the thinking in the classroom? • Record it on half sheet of paper • Prepare to share Tomorrow’s Lesson
- 7. Line Up - Lineup according to a pre-established criteria. - Can be used to make small groups (fold the line, count off by 4's, etc.) - Promote communication and maximize student-to-student discourse.
- 8. Fixed vs GrowthMindset Fixed Vs Growth At your table, construct a Venn diagram that compares a Fixed Mindset to a Growth Mindset.
- 9. Fixed vs GrowthMindset • Fixed Mindset – you have the qualities you were born with and they are fixed in stone – So if you have to work hard, then you’re not smart enough. • Growth Mindset – you can develop qualities through effort and experience over time – Challenges are fun and exciting.
- 10. Building a GrowthMindset • Hear a fixed mindset voice and recognize it as self-defeating. • Respond to it with a growth mindset voice and a growth mindset action.
- 11. Listen for afixed mindset voice “Are you sure you can do it?” “We went over that yesterday. Weren’t you listening?” “This work/problem will be so easy. ” “I don’t know what to do.” “Is my answer right?” How we help students interpret challenges, failures, and feedback or criticism is a choice.
- 12. Take on challengewholeheartedly Learn from setbacks/mistakes and try again Hear the criticism and act on it Growth Mindset Voice “I’m not sure that I can do it but I can learn with time and effort. I can’t do this YET.” “Many successful people have had failures along the way and still do.” “If I don’t try, then I automatically fail.”
- 13. Feedback to avoid “Youdid that so quickly. You are really smart!” “This is easier for you than for other people. I’m really proud of you.” “You are a natural at this.”
- 14. Praise to give…effectivefeedback “You put in a lot of work on that. You used several strategies before you found one that worked. That’s great!” “I like how you took that challenge and tackled it.” “After working hard in this unit, look at the progress you’ve made.”
- 15. Task Level • Providescorrection, clarification, cues, correct or incorrect information etc Process Level • direct attention to the processes to accomplish the task • provide students with different cognitive processes/strategies • point to directions that the students could pursue Self-regulation Level • be motivational so that students invest more effort or skill in the task • enable restructuring understandings Hattie and Timperley 2007 3 Levels of Feedback
- 16. Value Wrong Answers MyFavorite No Consider: • How does the teachers select her example? • How does this strategy contribute to a growth mindset? • How does this use strategy provide for re- teaching?
- 17. Create a Cultureof Risk Taking • Provide for productive challenge and struggle • Praise students on their process, not on results/success - Choices, effort, persistence, resilience, grit… • It’s not about how quickly you get there What is something that you struggled with but now your are great at it? How did you get there?
- 18. 8.EE.A.1 Know andapply the properties of integer exponents to generate equivalent numerical expressions. Students will simplify numerical expressions using the properties of exponents. Lesson
- 19. “The introduction onthe formal algorithm is often based on the fear that without learning the same methods that all of us grew up with, student will somehow be disadvantaged” Van de Walle & Lovin, 2006
- 20. As the gradelevel/band teacher leader at your school – 1. Fixed/Growth Mindset Discuss with Principal: Who? What? When? Where? How? Taking It Back
- 21.
- 23. The Task: Take afew minutes to individually reflect on assessment in your classroom and jot down as many examples as you can think of. Use one post it for each assessment Assessment
- 24. The three overarchingtypes of assessment are: • Assessment OF learning – occurs when teachers use evidence of student learning to make judgments on student achievement against goals and standards • Assessment FOR learning (formative) – occurs when teachers use inferences about student progress to inform their teaching and provide feedback to students to inform their learning – while it is still going on. • Assessment AS learning – occurs when students reflect on and monitor their progress to inform their future learning goals Assessment
- 25. • Is therean assessment type that is predominant in our practice? • Is there an assessment type you would consider to be under represented? Overrepresented? Assessment
- 26. • Summative -Assessment of learning - determining the degree to which a student has mastered an extended body of content at a concluding point in a sequence of learning. Assessment – Why? What? When?
- 27. Assessment – Why?,What?, When? • Formative – Assessment FOR learning: - emphasizes a teacher’s use of information to do instructional planning that can effectively and efficiently move students ahead – includes pre- assessment - useful in understanding and addressing students’ interests and approaches to learning - rarely graded - provides opportunity for meaningful feedback that helps students understand areas of proficiency and areas that need additional attention which is more useful than grading because students are still practicing and refining their competencies
- 28. “Students taught byteachers developing the use of assessment for learning outscored comparable students in the same schools by approximately 0.3 standard deviations, both on teachers produced and external state- mandated tests. Since one year’s growth as measured in the TIMSS is 0.36 standards deviations, the effects of the intervention [formative assessment] can be seen to almost double the rate of student learning. Dylan Wiliam,2007, 2011 Assessment – Why? What? When?
- 29. “Recent reviews ofmore than 4000 research investigations show clearly that when the [formative assessment] process is well implemented in the classroom, it can essentially double the speed of student learning producing large gains in students’ achievement, and at the same time, it is sufficiently robust so different teachers can use it in diverse ways and still get great results with their students.” James Popham, 2011
- 30. • Assessment ASinstruction: - ensuring that assessment is a key part of teaching and learning - assisting students in self-analysis and becoming more aware of their own growth relative to learning targets Assessment – Why?, What?, When?
- 31. • Of learning •For learning • As learning Which type(s) of assessment have the greatest potential to increase student achievement? Why? Assessment
- 32. Text Based Protocol: 1.What information was most compelling from the article? 2. Which elements of formative assessment, if any, are habitual in your work? 3. Which elements of formative assessment do you still have to be deliberate and intentional about? 4. In the conclusion it states, “the support of colleagues is essential”. How can we support colleagues with this transition? Strategies for Effective Formative Assessment…
- 33. CCSSM Instructional Shifts •Focus •Coherence •ProceduralSkill/Fluency •Conceptual Understanding •Application with equal intensity Rigor
- 34. 1. Make senseof 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 us of structure. 8. Look for and express regularity in repeated reasoning. Standards For Mathematical Practice
- 35. SBAC Math AssessmentClaims • “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” Concepts & Procedures Problem Solving Communicati ng Reasoning Modeling & Data Analysis • “Students can solve a range of complex well- posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies.”
- 36. • Mathematics PreliminarySummative Assessment Blueprint - Target Sampling Grade 6 - Target Sampling Grade 7 • Claim Column – Assessment Targets • DOK Column – Hess Cognitive Rigor Matrix • What do you notice? Wonder? Next Generation Assessment
- 37. • Examine thesample assessment items. - connections to the claims and Standards for Mathematical Practice and Instructional Shifts - implications for instructional practice, lesson design and delivery www.smarterbalanced.org - Smarter balanced assessments - Sample items and performance tasks - Mathematics - Items and About this item Smarter Balanced Assessment
- 38. Work with apartner to: - Provide feedback that moves learning forward by forcing students to engage cognitively with their work. Examining Student Work
- 39. There are 3main features to developing good questions: 1. They require more than remembering a fact or reproducing a skill. 2. Students learn by answering the questions, and the teacher learns about each student from the attempt. 3. There may be several acceptable answers. Sullivan & Lillburn 1997 Developing Good Questions
- 40. Working in agroup of 2 or 3 1. Select a chapter test or quiz from your text 2. Choose 3 items to revise 3. Display 1 of the items on chart paper - Show original item - Show revised item 4. Gallery Walk with Praise/Question/Polish Open the question up…
- 41. As the gradelevel/band teacher leader at your school – 1. Fixed/Growth Mindset 2. Changes in Assessment/Implications for lesson design/instructional practice Discuss with Principal: Who? What? When? Where? How? Taking It Back
- 42.
- 43. - In pairs,deal each person 6 cards. - Use 4 of your cards to find 2 two-digit numbers whose sum is as close to 100 as possible. - The difference between the sum and 100 is your score for that round. If the sum is greater than 100, the difference is positive, under 100, the difference is negative. - Record all of your work. - Discard the used cards. - Shuffle and deal more – always having 8 cards. - Play 5 rounds. The player with the lowest score wins. Close to 100
- 44. Collegial Sharing -Wikispace
- 45. 1. Select anupcoming lesson from text resource 2. Unpack the standard(s) 3. Develop/create a common assessment 4. Identify key checkpoints for understanding 5. Select rich task and create 3-5 high quality questions 6. Record on chart paper 7. Gallery Walk – Praise/Question/Polish Backward Lesson Design Process
- 46. As the gradelevel/band teacher leader at your school – 1. Fixed/Growth Mindset 2. Changes in Assessment/Implications for lesson design/instructional practice 3. Backward Lesson Design Process Discuss with Principal: Who? What? When? Where? How? Taking It Back
- 47. “An assessment functionsformatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decision about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have made in the absence of that evidence.” Dylan Wiliam 2011
Editor's Notes
- #3 Talk to your neighbor about which problem-solving strategy(s) you used? Why is it important to consider these strategies – The metacognition is essential for students – in order to build their capacity as problem-solvers and not just be answer-getters.
- #7 Line Up – Cooperative Learning Structure Line up according to an established criteria. In Grade level groups, line up by the number of years you have been teaching. Fold the line in half – everyone is facing a partner – in this case, the more experience teachers are facing less-experience teachers Share the content focus of tomorrow’s lesson and your open-ended question . . . and why you chose it. Each person has 1 minute to share. Change places. Each person move one person to the left.
- #8 Play the Fixed Vs. Growth Video Carole Dweck Then construct a Venn Diagram that compares them Share out. As we continue to work in this area add to your Venn Diagram as appropriate.
- #9 College and Career Readiness – claim in the Assessment redesign – all students will be college and career ready. Many of our students/parents/school community has a fixed mindset about mathematics – do not believe they were born with the math gene. We hear the fixed mindset self-talk often. Einstein - "Do not worry about your difficulties in Mathematics. I can assure you mine are still greater."
- #10 Self talk and inner voice. This is the voice that builds self-efficacy.
- #11 The statements can be interpreted as fixed mindset. Talk at your table about how to rephrase each of them to a growth mindset voice. Sometimes it is our fixed mindset voice (first three comments). Sometimes it is the voice of our students (Next two comments). Talk at your table about the comments that students make that indicate a fixed mindset. Then show what is in gray box.
- #12 An important word in the change to a growth mindset Voice is the word YET.
- #16 Some things to do in your classroom that support a growth mindset belief.
- #17 One of the world’s top mathematicians, Laurent Schwartz, reflectedin his memoir that he was made to feel unintelligent in school because he was the slowest math thinker in his class. But he points out that what is important in mathematics “is to deeply understand things and their relations to each other. This is where intelligence lies. The fact of being quick or slow isn't really relevant.”
- #18 At your table, Describe a lesson aligned to this content – from a fixed mindset perspective. Then switch to document camera to do the task from the fixed mindset Describe a lesson aligned to this content – from a growth mindset perspective. Share the lesson from the growth mindset perspective. Ask tables to discuss why the one is fixed and the other one is growth. Why? Share out whole group. Potentially share as a reference: http://learnzillion.com/lessons/1876-use-area-models-to-show-multiplication-of-whole-numbers
- #20 On Chart Paper – What can you take away from this morning that will assist you in these roles in your school? What additional support will you need?
- #21 During the break, please post your Tell Me Everything You Know, on your grade level section of the wall. When you return from the break, please sit in grade level groups.
- #24 Using your post it notes and categorize them into each of the three areas. Joy – we could get them to post these onto some chart paper on the walls to get a visual for the representation of how much each type is used?? – I agree!
- #26 Assessment is a process – determining what is known about a set of standards – and has many roles in education. It is what we do with the information that really determines what kind of an assessment it is. If we do nothing with it – it serves as an endpoint. Becomes a summative assessment. Even an end of lesson exit ticket can become a summative assessment.
- #27 Have bullets enter one at a time. Emphasize last bullet – unless students have the opportunity to respond to the meaningful feedback with revised work it is not formative
- #28 Assessment is a process – determining what is known about a set of standards – and has many roles in education. It is what we do with the information that really determines what kind of an assessment it is. If we do nothing with it – it serves as an endpoint. Becomes a summative assessment. Even an end of lesson exit ticket can become a summative assessment.
- #30 Valuing incorrect answers Students analyzing their own work against a rubric – set of criteria Revising work based on analysis
- #31 Discuss as your table: Perhaps use inside/outside circles What strategies/tools do you see being used for each? Which form(s) of assessment has the greatest potential to increase student achievement? And why?
- #32 NCTM Article. 5 Key Strategies for effective formative assessment (all participants will need copies).
- #33 The shifts represent our transition to the Math CCSS (ex: how our instruction, how our classrooms, and how our mindsets about how students learn need to shift to meet these new set of standards. ) Today we are going to take a look at how these shifts are visible in what is currently known about the next-generation assessments – and how that informs instructional practice – lesson design and lesson delivery.
- #34 h
- #35 Take out hand out. Examine the claims and their explicit connection to the content and standards for mathematical practice. Claim 1 addresses procedural skills and the conceptual understanding on which developing skills depend. It is important to assess how aware students are of how concepts link together and why mathematical procedures work the way they do. Notice what is highlighted in red Claim 2 include problems in pure mathematics and problems set in context. Problems are presented as items and tasks that are well-posed (that is, problem formulation is not necessary) and for which a solution path is not immediately obvious. These problems require students to construct their own solution pathway rather than follow a provided one. Such problems will therefore be unstructured, and students will need to select appropriate conceptual and physical tools to use. Claim 3 refers to a recurring theme in the CCSSM content and practice standards—the ability to construct and present a clear, logical, convincing argument. For older students, this may take the form of a rigorous, deductive proof based on clearly stated axioms. For younger students, this will involve more informal justifications. Assessment tasks that address this claim will typically present a claim and ask students to provide, for example, a justification or counterexample. Claim 4 Modeling is the bridge across the “school math”/”real world” divide Real-world problems are complex and often contain insufficient or superfluous data. Tasks designed primarily to assess Claim 4 will involve formulating a problem that is tractable using mathematics; that is, formulating a model. This will usually involve making assumptions and simplifications. Students will need to select from the data at hand or estimate data that are missing. Students will identify variables in a situation and construct relationships between them. Once students have formulated the problem, they will tackle it (often in a decontextualized manner) before interpreting their results and then checking the results for reasonableness. Claim 4 tasks will often involve more than one content domain and will draw upon knowledge and skills articulated in the progression of standards up to that grade, with strong emphasis on the major work of previous grades
- #36 Put under document camera – give participants a few minutes to examine the blueprint. Examine the DOK Column in relationship to the Hess Cognitive Rigor Matrix
- #37 Use recording sheet for observations/implications
- #38 Examine student work from common core tasks 1 and 2 for their grade level.
- #41 On Chart Paper – What can you take away from this morning that will assist you in these roles in your school? What additional support will you need?
- #42 When you return from lunch continue to sit in Grade level groups.
- #43 Model the game with a volunteer.
- #44 Share what is currently posted – how to access, etc. Process for adding to wikispace.
- #45 Using the SCUSD Lesson Design Format, in the smallest size group possible, facilitate a collaborative lesson planning session using the backward design process. Each small group will be facilitated by Ryan, Joy, training specialist, Mikila. There should be at least 10 smaller groups.
- #46 On Chart Paper – What can you take away from this morning that will assist you in these roles in your school? What additional support will you need?
- #47 This could be used elsewhere. Another possibility: Beauty fades, dumb is forever. Judge Judy