Welcome!
SVMI FOLLOW UP DAYS
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
TASKS,
TOOLS,
& TALK
FOR INQUIRY AND
RE-ENGAGEMENT
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
DISCOURSE
QUESTIONS
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS,
TOOLS,
TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
2013-2014
© SVMI
TASKS, TOOLS, TALK
3
LESSONS
VS
UNITS
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)
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
2013-2014
© SVMI
TASKS, TOOLS, TALK
4
LESSONS
VS
UNITS
RE-ENGAGEMENT
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
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
2013-2014
© SVMI
TASKS, TOOLS, TALK
5
LESSONS
VS
UNITS
RE-ENGAGEMENT
TODAY’S SESSIONS:
BELIEFS
RE-ENGAGEMENT
REFLECT
SHARE
PRACTICE
PLAN A REENGAGEMENT
LESSON FROM
YOUR WORK
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
2013-2014
© SVMI
TASKS, TOOLS, TALK
6
LESSONS
VS
UNITS
RE-ENGAGEMENT
Enjoy your day!
SVMI FOLLOW UP DAYS
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
Beliefs
Drive our assumptions and decisions
DISCOURSE
&
QUESTIONING
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&
SBAC
FORMATIVE
ASSESSMENT
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LESSONS
VS
UNITS
RE-ENGAGEMENT
What is your
reaction to the
following scenario?
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
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TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
You are driving down the road at a sedate
40 miles per hour in fairly heavy traffic. A
small, beat up sedan comes up from behind
you, zigzagging in and out of traffic, traveling
far too fast for conditions. He cuts in front of
you, almost taking off your front bumper.
Hanging his head out the driver's side
window, he shouts something at you, and
speeds away, continuing to quickly weave
through traffic.
DISCOURSE
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QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
2013-2014
© SVMI
TASKS, TOOLS, TALK
10
LESSONS
VS
UNITS
RE-ENGAGEMENT
Share your reactions
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FORMATIVE
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LESSONS
VS
UNITS
RE-ENGAGEMENT
By the way, in case you are curious, the
fellow driving the beat up sedan was on the
way to the hospital with his wife who was
seven months pregnant. Her labor started
unexpectedly in the car. The hospital was
only 2 blocks away. The life of both the
mother and the baby were at risk. What he
shouted out of his window was "I am so
sorry, please excuse me.”
What did you think he said?
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
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TALK
2013-2014
© SVMI
TASKS, TOOLS, TALK
12
LESSONS
VS
UNITS
RE-ENGAGEMENT
Our beliefs drive the
assumptions we make.
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FORMATIVE
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LESSONS
VS
UNITS
RE-ENGAGEMENT
What are beliefs?
DISCOURSE
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QUESTIONING
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&
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FORMATIVE
ASSESSMENT
TASKS
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LESSONS
VS
UNITS
RE-ENGAGEMENT
Beliefs cannot be directly
observed or measured but
must be inferred from what
people say, intend, and do.
(Pajares, 1992, p. 207)
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QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
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TALK
2013-2014
© SVMI
TASKS, TOOLS, TALK
15
LESSONS
VS
UNITS
RE-ENGAGEMENT
Beliefs are…
the lenses through which an
individual looks when
interpreting the world and as
such affect the way one
interacts with the world
(Philipp, 2007)
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QUESTIONING
SMPs
&
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FORMATIVE
ASSESSMENT
TASKS
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TALK
2013-2014
© SVMI
TASKS, TOOLS, TALK
16
LESSONS
VS
UNITS
RE-ENGAGEMENT
Whole group:
Share own
definitions of beliefs
DISCOURSE
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QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
Turn and Talk:
Purpose: Share your beliefs
about learning mathematics.
Product: Write a list of 3
statements that define your beliefs
about learning math.
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
Whole group:
Share beliefs about
learning
mathematics
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
TASKS,
TOOLS,
& TALK
FOR INQUIRY AND
RE-ENGAGEMENT
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
IN THIS SESSION:
Defining
Re-engagement
Putting
Re-engagement
In Context
“How Old Are
They?”
“Pizza Crusts”
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
2013-2014
© SVMI
TASKS, TOOLS, TALK
21
LESSONS
VS
UNITS
RE-ENGAGEMENT
Defining
Re-engagement
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QUESTIONING
SMPs
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FORMATIVE
ASSESSMENT
TASKS
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LESSONS
VS
UNITS
RE-ENGAGEMENT
Re-teaching
vs.
• Teach the unit/lesson again.
• Often address basic skills
that are missing.
• Do the same or similar
problems over.
• Practice more to make sure
students learn procedures
correctly.
• Focus mostly on students
who are struggling.
• Cognitive level is usually
lower.
Re-engagement
• Revisit student thinking.
• Address conceptual
understanding.
• Examine task from different
perspective.
• Critique student
approaches/solutions to
make connections; confront
misconceptions.
• The entire class is engaged
in the math.
• Cognitive level is usually
higher.
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
2013-2014
© SVMI
TASKS, TOOLS, TALK
23
LESSONS
VS
UNITS
RE-ENGAGEMENT
FAL/FRL
Re-engagement Lesson
• Lesson based on common
misconceptions that students, in
general, have demonstrated
• Lesson focuses on confronting
misconceptions specific to
teacher’s own group of students
• Structured around general
sequence of instruction for
conceptual understanding
• Structured so that students
examine and then justify or
dispute other students’ thinking
• Created by others; teacher
adapts to meet student needs
• Created by teacher based on
own student needs
• Teacher planning:
• Teacher planning:
o understand the lesson as it is
written
o analyze own student work and
misconceptions; understand
basis for misconceptions
o adapt lesson to student needs
o analyze own student work and
misconceptions; understand
basis for misconceptions
o select strategies/responses for
students to examine and discuss
o focus on questioning techniques
to guide students
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
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TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
Context for
Re-engagement
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QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
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TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
Standards for
Mathematical
Practice
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.
DISCOURSE
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QUESTIONING
SMPs
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SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
MARS Tasks
Scoring and Student
Works Protocols
Examine
Student Work
Administer
Tasks
Common
Formative
Assessment
Core
Cycle
Standards
Teacher
Knowledge
Instruction
Re-engagement
Lessons
Tools for Teachers
and PD Materials
The design of scaffolded
performance assessment tasks
Top
Core
Core
Ramp
Access
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FORMATIVE
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LESSONS
VS
UNITS
RE-ENGAGEMENT
How old are they?
(Algebra I)
THE TASK
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FORMATIVE
ASSESSMENT
TASKS
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TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
How old are they?
THE RUBRIC
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&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
How old are they?
RE-ENGAGEMENT
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
How old are they?
THE RE-ENGAGEMENT TOOLKIT
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
How old are they?
A RE-ENGAGEMENT LESSON
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&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
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TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
Discussion Prompts
How was the re-engagement activity designed
to provide access to all students in class?
What were the core concepts the students
needed to learn and understand?
What did the students communicate?
How was the student’s work used to deepen the
understanding of the core mathematical concepts?
Describe the components of the activity that supported
students to work at higher cognitive levels?
What did the teacher do to facilitate deeper student thinking?
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
Play Re-engagement Lesson
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
Discussion Prompts
How was the re-engagement activity designed
to provide access to all students in class?
What were the core concepts the students
needed to learn and understand?
What did the students communicate?
How was the student’s work used to deepen the
understanding of the core mathematical concepts?
Describe the components of the activity that supported
students to work at higher cognitive levels?
What did the teacher do to facilitate deeper student thinking?
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
Pizza Crust
PLANNING A
RE-ENGAGEMENT LESSON
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
Play Planning video
How did teachers and coach plan the
re-engagement lesson using the student work?
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
LESSONS
VS
UNITS
RE-ENGAGEMENT
Re-teaching
vs.
• Teach the unit/lesson again –
teacher focused.
• Often address only basic
skills that are missing.
• Do the same or similar
problems over.
• Practice more to make sure
students learn procedures
correctly.
• Focus mostly on
underachievers.
• Cognitive level is usually
lower.
Re-engagement
• Revisit student thinking –
student focused.
• Address conceptual
understanding.
• Examine task from different
perspective.
• Critique student
approaches/solutions to
make connections; confront
misconceptions.
• The entire class is engaged
in the math.
• Cognitive level is usually
higher.
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
2013-2014
© SVMI
TASKS, TOOLS, TALK
48
LESSONS
VS
UNITS
RE-ENGAGEMENT
Re-Engagement Reflection
Take a few minutes to reflect on
re-engagement and jot down anything
that you want to remember for this
afternoon’s planning.
DISCOURSE
&
QUESTIONING
SMPs
&
SBAC
FORMATIVE
ASSESSMENT
TASKS
TOOLS
TALK
2013-2014
© SVMI
TASKS, TOOLS, TALK
49
LESSONS
VS
UNITS
RE-ENGAGEMENT