SVMI Grade Level &
Experience Chart
• Use a blue dot to indicate if you attended
the 2013-2014 follow-up meetings.
• Use a green dot to indicate that you are
new to SVMI today, this summer, or that
you have not attended pd sessions within
the last two years.
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&
QUESTIONING
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&
SBAC
FORMATIVE
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TASKS
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LESSONS
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RE-ENGAGEMENT
TASKS,
TOOLS,
& TALK
FOR INQUIRY AND
RE-ENGAGEMENT
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&
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Student Talk!
SVMI FOLLOW UP
September 23, 2014
Tracy Sola, Priscilla Solberg,
Jean Short, Jeff Trubey
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Agenda
•
•
•
•
•
Experience & grade level chart
Introductions
Bingo
Community Agreements
Session Focus – SMP 3 (Viable Argument)
• Routines
• Teacher Moves
• Questioning
• Collaboration
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LESSONS
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UNITS
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Find a Person Bingo
Get up and find someone new.
Introduce yourself.
Sign in only one box on each paper.
Try for blackout
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LESSONS
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UNITS
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Community Agreements
No one is as smart as all of us are
together.
Take a few minutes to read the proposed
Community Agreements.
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Structure of the Day
• Whole Group
• New or experienced
•
•
•
•
•
Break
Breakout by grade span
Lunch
Reflection & Sharing
Breakout by grade span
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LESSONS
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RE-ENGAGEMENT
Action Research Session
designed for experienced SVMI members who will
• attend all 5 meetings
• use tasks in classrooms and bring student work back for
scoring, analyzing and planning
• with grade level team, plan re-engagement lessons
• experience and use formative assessment lessons
• read Embedded Formative Assessment by Dylan Wiliam
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LESSONS
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RE-ENGAGEMENT
Goals for the Follow Up Days
• deepen our mathematics Content
Knowledge
• refine our Pedagogical Content
Knowledge
• plan for continuous improvement (day by
day, minute by minute)
• understand better the different SVMI tools
(i.e., POM, FAL, Math Talk, MARS tasks,
re-engagement lessons)
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LESSONS
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Goals for the Follow Up Days
• understand the different kinds of lessons
(e.g., conceptual understanding, problem
solving, procedural fluency, reengagement, etc.)
• understand the difference between
lessons and units
• understand the value of Learning groups
in general, and of Lesson Study in
particular
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LESSONS
VS
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RE-ENGAGEMENT
DISCOURSE
QUESTIONS
SMPs
&
SBAC
FORMATIVE
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TASKS,
TOOLS,
TALK
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VS
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LESSONS
VS
UNITS
RE-ENGAGEMENT
TODAY’S SESSIONS:
STUDENT TALK
DO MATH
ANALYZE
STUDENT WORK
REFLECT
SHARE
PRACTICE
MATH TALKS
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LESSONS
VS
UNITS
RE-ENGAGEMENT
IN THIS SESSION:
Setting up
my classroom:
rituals and
routines
Teacher moves
that promote
student talk
Questioning
Collaborative
group work
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&
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&
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LESSONS
VS
UNITS
RE-ENGAGEMENT
Rituals & Routines
• Norms
• Class Expectations of:
• Math Talks
• Productive Student Discourse
• Viable Argument
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LESSONS
VS
UNITS
RE-ENGAGEMENT
Set Up
Socio-mathematical norms
• Errors are gifts…they promote discussion
and learning
• The answer is important…not the only
math!
• Ask questions…until it makes sense.
• Think with language…use language to
think.
• Use multiple strategies…multiple
representations.
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&
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LESSONS
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Top Ten Ways to Create a Student
Centered Learning Environment
Set Up
10. Use math talks and group worthy protocols to promote
classroom discourse.
9. Activate students as resources for one another.
8. Foster an environment that it is status free and everyone
contributes.
7. Support pairs and groups norms to make learning and
sharing
safe and honored. Mistakes are gifts!
DISCOURSE
&
QUESTIONING
6. Use think, pair, share and other protocols to promote
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students’
SMPs
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LESSONS
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RE-ENGAGEMENT
Top Ten Ways to Create a Student
Centered Learning Environment
Set Up
5. Encourage students to say a second sentence.
4. Regularly have students critique others reasoning and to
explain
their own.
3. Engineer classroom discussions.
2. Activate students as owners of their own learning.
1. Never say anything a kid could say.
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LESSONS
VS
UNITS
RE-ENGAGEMENT
Four steps toward productive
classroom discussion
Talk
Moves
• Step1: Helping individual students to
clarify and share their own thoughts
• Step 2: Helping students to orient the
thinking of others
• Step 3: Helping students deepen their
thinking
• Step 4: Helping students to engage with
the reasoning of others
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LESSONS
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UNITS
RE-ENGAGEMENT
Step 1: Helping students clarify
and share their own thoughts
Talk
Moves
• Turn and talk
• Revoicing
• Say more
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LESSONS
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UNITS
RE-ENGAGEMENT
Step 2: Helping students to
orient the thinking of others
Talk
Moves
• Who can repeat?
• Turn and talk:
tell us what your partner said
• Say more
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LESSONS
VS
UNITS
RE-ENGAGEMENT
Step 3: Helping students
deepen their thinking
Talk
Moves
• Press for reasoning
• Who can repeat?
• Turn and talk
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LESSONS
VS
UNITS
RE-ENGAGEMENT
Step 4: Helping students to engage
with the reasoning of others
Talk
Moves
• What do you think about that?
• Do you agree or disagree? Why?
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LESSONS
VS
UNITS
RE-ENGAGEMENT
Talk
Moves
Talk Moves
•
•
•
•
•
•
•
Turn and talk
Say More
Revoicing
Who can repeat?
Press for reasoning
What do you think about that?
Do you agree or disagree? Why?
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
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LESSONS
VS
UNITS
RE-ENGAGEMENT
Talk Move Video
• https://www.teachingchannel.org/videos/st
udent-participation-strategy?fd=1
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LESSONS
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UNITS
RE-ENGAGEMENT
Math as a Social Activity
• As you watch the video:
• Look for teacher moves
• Student outcomes
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Math as a Social Activity
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Teacher “Moves”
• At your table, identify one teacher move
that contributed to positive classroom
climate. Write that action on a turquoise
or green sentence strip.
• What was the student outcome of that
action? Write the outcome on the yellow
or pink sentence strip.
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&
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Five Principles for
Effective Questioning
Questioning
1. Plan to use questions that encourage
thinking and reasoning
2. Ask questions in ways that include
everyone
3. Give students time to think
4. Avoid judging students’ responses
5. Follow up students’ responses in ways
that encourage deeper thinking
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FORMATIVE
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LESSONS
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UNITS
RE-ENGAGEMENT
Questioning
Line Up
• Make two lines facing one another.
• Person on the right speaks first.
• What makes a question one that
encourages deeper thinking? Give
examples.
• #4 Why is this a difficult practice to
change and what could you say in
response to students’ ideas?
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&
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&
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FORMATIVE
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TASKS
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LESSONS
VS
UNITS
RE-ENGAGEMENT
To have students working
together, teachers should…
Collaborative
group work
• consider the characteristics of studentstudent discussion that benefit learning;
• recognize and face their own worries
about introducing collaborative discussion;
• explore techniques for promoting effective
student-student discussion;
• consider their own role in managing
student-student discussion;
• plan discussion based lessons.
DISCOURSE
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LESSONS
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RE-ENGAGEMENT
Student & Teacher Roles
• Please read quietly
• Find Someone New & Discuss:
•
What must students understand about their role in a
collaborative classroom?
• Find Someone New & Discuss:
•
How is the teacher role different during small group and large
group discussions?
• Find Someone New & Discuss:
•
What did you think was an important/new/interesting idea in
Handout 8 (Planning a Lesson)? Why?
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LESSONS
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RE-ENGAGEMENT
Break
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Analyzing
Student Work!
SVMI FOLLOW UP DAYS
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Next Generation MARS Tasks
– Summative and Formative
Assessment Test
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Performance Assessments
To Inform Instruction And Measure Higher Level Thinking
Top
Task Design
Core
Ramp
Access
Entry level (access into task)
Core Mathematics - (meeting standards)
Top of Ramp (conceptually deeper, beyond)
•
•
The Mathematics Assessment Resource Service (MARS) is an
NSF funded collaboration between U.C. Berkeley and the Shell
Centre in Nottingham England.
The Assessments target grades 2- Geometry and are aligned
with the State and NCTM National Math Standards.
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Dimensions of the Tasks
• Mathematical Content: CCSSM Domains
• Process Dimension: Modeling and Formulating,
Transforming and Manipulating, Justifying or Critiquing,
Inferring and Drawing conclusions, Checking and
Evaluating, Reporting
• Task Type: Non-routine, design, plan, evaluate and
make a recommendation, review and critique,
representation of information, technical exercise, definition
of concepts
• Openness
• Reasoning Length Varies
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DISCOURSE
&
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SMPs
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FORMATIVE
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DISCOURSE
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Scoring Protocols
Each MARS Task is accompanied with:
• A specified Rubric
• Five Training Papers
• Ten Standardizing Papers
• A set of Scoring Protocols
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General Scoring Principles
• Does the student work show more/less
evidence of reasoning and understanding?
• Any where on the student paper counts.
(exception is when wrong answer is
designed)
• Only whole number points are awarded and
partial credit only when designated by rubric.
• Scoring done in red and sub points are
recorded in right margin. Evidence is marked
with symbols. The total is circled.
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Scoring Marks
√
x
√ft
^
()
m.r.
correct answer or comment
incorrect answer or comment
correct answer based upon previous
incorrect answer called a follow through
correct but incomplete work - no credit
points awarded for partial credit.
student misread the item. Must not
lower the demands of the task -1 deduction
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The Party
1.
Darren and Cindy are planning a party for their friends. They have 9 friends
coming to the party. How many people will be at the party? ____________.
2.
They are buying cupcakes and cans of soda. Cupcakes cost $1.50 and soda
costs 75¢. How much does it cost for each person? __________.
Show how you figured it out.
3.
How much will it cost for everyone to have a cupcake and soda?
________________.
Show how you figured it out.
4.
They just remembered to buy a 50¢ party bag for everyone at the party. Show
how to find the total cost for the party.
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The Party
1.
Darren and Cindy are planning a party for their
friends. They have 9 friends coming to the party.
How many people will be at the party? ______.
2.
They are buying cupcakes and cans of soda.
Cupcakes cost $1.50 and soda costs 75¢. How
much does it cost per person? __________. Show
how you figured it out.
3.
4.
How much will it cost for everyone at the party to
have a cupcake and soda? __________.
Show how you figured it out.
They just remembered to buy a 50¢ party bag for
everyone at the party. Show how to find the total
cost for the party.
The Party -
Pts
1. 11 people
1
Sec
tio
n
1
2. $2.25
1
Shows work such as:
$1.50 + 75¢
1
3. $24.75
1 f.t.
Shows work such as:
11 • $2.25
2
2
3
4. Shows work such as:
11 • 50¢ = $5.50
$5.50 + $24.75 = $30.25
2
partial credit
only shows 11 • 50¢
(1)
Total Points
DISCOURSE
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SMPs
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2
8
LESSONS
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FORMATIVE
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RE-ENGAGEMENT
The Party
1.
Darren and Cindy are planning a party for their friends.
They have 9 friends coming to the party. How many
people will be√at the party? 11
1
The Party -
Pts
1. 11 people
1
Sec
tio
n
1
2.
They are buying cupcakes and cans of soda. Cupcakes
cost x$1.50 and soda costs 75¢. How much does it cost
per person? $2.50. Show how you figured it out.
1
√
$1.50 + 75¢ = $2.50
3.
How much will it cost for everyone at the party to have a
cupcake and soda? $27.50√
1 ft
Show how you figured it out.
√
11 • $2.50
4.
0
They just remembered to buy a 50¢ party bag for
everyone at the party. Show √how to find the total cost for
the party.
11 • 50¢ = $5.50
2
2. $2.25
1
Shows work such as:
$1.50 + 75¢
1
3. $24.75
1 f.t.
Shows work such as:
11 • $2.25
2
2
3
4. Shows work such as:
11 • 50¢ = $5.50
$5.50 + $24.75 = $30.25
2
partial credit
only shows 11 • 50¢
(1)
(1)
x
6
DISCOURSE
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SMPs
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TASKS
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Total Points
LESSONS
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2
8
FORMATIVE
ASSESSMENT
RE-ENGAGEMENT
Scoring Process
1)
2)
3)
4)
5)
6)
7)
8)
Work the task yourself
File out Anticipation Sheet
Whole Group - go over the point scoring rubric
Individually score the five Training papers (T1 - T5)
Whole group - Review standard scores for T1 - T5
Individually score the 10 Standardizing papers
Whole group - Review standard scores for S1 - S10
Ready for “live” papers
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Scoring
• Now we’re going to break into grade level
groups to do actual scoring.
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Reflect
Share
Practice
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“Establishing Standards for Mathematical
Practice”
by Michelle Stephan
• MP3: Construct viable arguments and
critique the reasoning of others.
• Before you read, consider mathematical
discussion in your classroom.
• What does student explanation and justification
look and sound like?
• How are conversations managed?
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Norms for Reading
Quiet – respect the need of others for
quiet while reading
Refrain from talking until everyone has
completed the reading task
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LESSONS
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• Questions to discuss
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