“charting the course together” implementing the common core state standards -mathematics- middle...
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“Charting the Course Together”
Implementing the Common Core State Standards
-Mathematics-
Middle School Leadership Teams
February 6, 2014
Warm UpYou will have 1 minute to continuously write down everything you think, know, and wonder about……..
Formative Assessment
Stand up, Hand Up, Pair Up
• Understand that formative assessment is a cycle and how it can be purposefully planned into instruction
• Analyze a lesson plan and a video of a Sac City colleague for the purpose of identifying how a well planned lesson supports the implementation of formative assessment in practice
• Collaboratively create and share a chunk of a lesson incorporating the formative assessment cycle and EL and UDL specific strategies
Outcomes
Survey Time!!!!!
After completing the survey, please sign up for either the EL or UDL break-out session
Backward Design Process
Stage 1 •Identify Desired Results as Determined by the Standards (Content & SMP)
Stage 2 •Determine Acceptable Evidence [Assessment]• Reflective of the Standards
Stage 3 •Plan Learning Experiences and Instruction Aligned to the Standards
Before Unit During Unit
Stage 1- Build a deep understanding of the
expectations and coherence of the standards (content and practice)
Stage 2- Determine how to gather evidence
to assess mastery of the Unit as a whole (End of Unit Assessment)
Stage 3- Determine a logical sequence of
lessons
Stage 1- Identify the relation between the
specific learning outcome and the standard(s)
Stage 2- Determine what evidence will be
gathered to assess mastery of desired learning outcome
Stage 3- Plan and implement instruction to
gather desired evidence and use it formatively
Backwards Design in Practice
Using the Textbook as a ResourceStarting From your Textbook…
Stage 1 Stage 2 Stage 3The book groups the standards together in a unit for you
There are progress assessments and unit assessments for every unit
There are lesson plans that are already chunked for you by various tasks
The Formative Assessment Cycle
Prompt/ Question
Student Action
Student Response
Gather Evidence &
Provide Feedback
Revise or Extend
Thinking or Move On
Understanding the Template
Analyzing the Lesson PlanPart 1
Look at top part only first: objective, standard, and task
If you are in quadrant 1 or 2: Read the standard and the lesson objective. Identify what part of the standard is being addressed by the objective.
If you are a 3 or a 4: Read the lesson objective and look at the target task. Be prepared to discuss the following question: “If a student can do this task, have they met the lesson objective?”
The Formative Assessment Cycle
Prompt/ Question
Student Action
Student Response
Gather Evidence &
Provide Feedback
Revise or Extend
Thinking or Move On
Analyzing Lesson Chunk 13. What is the Goal of this Chunk? How do the questions/
prompts relate this goal? (cycle 1) 4. What actions are the students going to be expected to perform (think/write time? work individually/ partners/ groups? how are they going to be expected to respond? Etc.) (cycle 2 and 3) 1. How is the teacher going to collect evidence? What are some possible misconceptions that she might encounter?
(Cycle 3 and 4) 2. What would you consider as acceptable evidence that would say it is ok to move on? What might the teacher do if a few, some, most, or all of her students don’t meet the learning goal for this chunk? (cycle 4 and 5)
Analyzing Lesson Chunk 22. What is the Goal of this Chunk? How do the questions/
prompts relate this goal? (cycle 1) 3. What actions are the students going to be expected to perform (think/write time? work individually/ partners/ groups? how are they going to be expected to respond? Etc.) (cycle 2 and 3) 4. How is the teacher going to collect evidence? What are some possible misconceptions that she might encounter?
(Cycle 3 and 4) 1. What would you consider as acceptable evidence that would say it is ok to move on? What might the teacher do if a few, some, most, or all of her students don’t meet the learning goal for this chunk? (cycle 4 and 5)
Analyzing Video Chunk 2
As you watch the video please consider and be prepared to discuss 2 questions:
1. Where does the lesson plan show up in the video?
2. What do you notice that she does in the video that doesn’t show up in the plan? Why do you think she made these changes?
3. Make a list of questions that you have for Gretchen based on what you just watched
Analyzing the Lesson Chunks (3 and 4)Each quadrant of your table should choose 1 of the 4 cycles from chunks 3 and 4 and do the following:• Quickly identify the parts of the cycle • Identify 1 component of the cycle that you want to share out
with your group. This could be a question, a protocol, an instructional strategy, etc..
Creating Your Own Lesson Chunk 5
• Quadrant 1 partner with 4 and Quadrant 2 partner with 3
• Given the goal of this lesson chunk, take 10 minutes to collaboratively plan how you would teach this chunk using the formative assessment cycle
Analyzing Video Chunk 5
As you watch the video please consider and be prepared to discuss 3 questions:
1. Where does the lesson plan show up in the video?
2. What do you notice that she does in the video that doesn’t show up in the plan? Why do you think she made these changes?
3. Make a list of questions that you have for Gretchen based on what you just watched
Analyzing Student Work
Quadrant 1 pair with Quadrant 2 Quadrant 3 pair with Quadrant 4
- Go through each piece of student work and write down one comment
- As a group, discuss what the evidence reveals about student learning and what you think Gretchen’s next steps should be
Time for Collaborative Planning• Identify a lesson that you
are going to be teaching tomorrow or next week
• Your goal: plan at least one full chunk of the lesson using the formative assessment cycle
• You will have a chance to share this chunk and receive feedback from another group of teachers later today
Lunch12:00 AM – 1:00 PM
Time for Collaborative Share Out• Find a group of teachers
from another school site• Identify who will share first• Group talks through their
chunk completely before any feedback is given
• Feedback is constructive• Is the cycle clear?• Positive(s)• I wonder(s)
• Switch and repeat
Personal ReflectionOne idea that interests me as an instructional leader is…
Something I’d like to try …
One step I can take in the near future is … I wonder …
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