assess basic facts like they are important...5 fundamentals of fact fluency #1: mastery must focus...
TRANSCRIPT
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Assess Basic Facts Like They are Important
Alaska Webinar Series, Session #3
@JBayWilliams
Jennifer Bay-Williams University of Louisville
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Becoming Fluent with Teaching and Assessing Fact Fluency Webinar Series
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2007
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5 Fundamentals of Fact Fluency #1: Mastery must focus on fluency
#2: Fluency develops in three phases.
#3: Knowing foundational facts must precede derived facts.
#4: Timed tests do not assess fluency
#5: Students need substantial and enjoyable practice.
Bay-Williams, J. M. & Kling, G. G. (2019). Math Fact Fluency: 60+ Games and Assessment Tools to Support Learning and Retention. Alexandria, VA: ASCD.
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#4FLUENCY
5
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Where is each student on this learning progression? Phase 1: Counting Counts with objects or mentally
Phase 2: Deriving Uses reasoning strategies based on known facts
Phase 3: Mastery Efficient production of answers
Based on Baroody, 2006
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Bay-Williams, J. M. & Kling, G. G. (in press). Math Fact Fluency: 60+ Games and Assessment Tools to Support Learning and Retention. Alexandria, VA: ASCD.
Addition Facts Flexible Learning Progression
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Bay-Williams, J. M. & Kling, G. G. (in press). Math Fact Fluency: 60+ Games and Assessment Tools to Support Learning and Retention. Alexandria, VA: ASCD.
Multiplication Facts Flexible Learning Progression
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Timed Tests
q Flexibility q Accuracy q Efficiency q Appropriate
Strategy Use
Aspects of Fluency
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Timed Tests
q Flexibility q Accuracy q Efficiency q Appropriate
Strategy Use
Aspects of Fluency
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Timed Tests
q Flexibility q Accuracy q Efficiency q Appropriate
Strategy Use
Aspects of Fluency
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Tests: Extended q Flexibility q Accuracy q Efficiency q Appropriate
Strategy Use
Aspects of Fluency
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80%
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50%
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100%
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Timed tests…
In addition to the powerful negative emotions that timed tests cause, they give students a strong message about math—that it is a performance subject, the main purpose of which is to order and categorize students, rather than a rich and diverse subject that students should enjoy. In too many math classrooms, students believe that their role is to perform—to show they know math and can answer questions correctly—rather than to learn.
-Jo Boaler, 2014
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JOURNAL WRITING
Assessing Basic Fact
Fluency Strategy #1
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Journal Writing q Flexibility q Accuracy q Efficiency q Appropriate
Strategy Use
Aspects of Fluency
If your friend didn’t know the answer to 4 + 5, how would you tell him to figure it out?
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Journal Writing
q Flexibility q Accuracy q Efficiency q Appropriate
Strategy Use
Aspects of Fluency
Review the four student responses: What might you infer about each child’s level of fluency?
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Journal Writing
q Flexibility q Accuracy q Efficiency q Appropriate Strategy Use
Aspects of Fluency
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Journal Writing
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22 Writing Prompts: What might you add?
Flexibility Accuracy Explain how you think through these problems: • 8 + 7 • 5 + 9
What is the answer to 9 × 4 ? How do you know it is correct?
Efficiency Appropriate Strategy Selection
Which facts do you just know? Which facts doyou use a strategy? [Give a list]
Emily solved 6 + 8 by changing it in her mind to 4 + 10. What did she do? Is this a good strategy? Tell why or why not.
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OBSERVATIONS
Assessing Basic Fact
Fluency Strategy #2
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Observation Checklist
q Flexibility q Accuracy q Efficiency q Appropriate Strategy Use
Asp
ects
of
Flu
ency
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Observation Checklist: “Top” of the Flexible Learning Progression
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Observation Checklist: “Top” of the Flexible Learning Progression
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Observation Checklists: Foundational Facts
What will students be doing in order to see what they know? What might you record in the cells?
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Observation Tool: One Fact Set
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Observation Tool: One Fact Set [5s]
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Observation Tool: Diagnostic Analysis
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Observation Tools: Class Strategy Use
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Observation Checklists: Derived Facts
CODE: I = Inefficient method used (e.g., Phase 1) S = (efficient) Strategy used K = Just knew (recall) A = Automatic (< 3 seconds)
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INTERVIEWS
Assessing Basic Fact
Fluency Strategy #3
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INTERVIEWS q Flexibility q Accuracy q Efficiency q Appropriate
Strategy Use
Aspects of Fluency
Which of the aspects of fluency can be assessed with informal interviews? Which of the aspects of fluency can be assessed with more formal interviews?
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Observation Time! Observers: For which facts are your ‘students’ counting? using strategies? automatic?
Game
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Strategy Games
AdditionFactsMasteryChartFlexibleLearningProgression
+/-0,1,2
Doubles Combosof10 10+___
NearDoubles Making10Pretend-a-10
AdditionFactsMasteryChart
FlexibleLearningProgression:FoundationalFacts
+/-0,1,2
Doubles Combosof10 10+___
FoundationalFactSets
DerivedFactStrategies
Multiplication Games: • Squares Bingo • Trios • Rectangle Fit • Crossed Wires • Product Pile-Up • The Factor Game • Right Price Game • Salute
Addition Games: • Lucky 13 • Finding 5s • One More Cover It • Fishing for 10s • Double to Connect 4 • Fixed Addend War • Subtraction Stacks • Salute
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Strategy Games Multiplication Games: • Squares Bingo • Trios • Rectangle Fit • Crossed Wires • Product Pile-Up • The Factor Game • Right Price Game • Salute
Addition Games: • Lucky 13 • Finding 5s • One More Cover It • Fishing for 10s • Double to Connect 4 • Fixed Addend War • Subtraction Stacks • Salute
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Interviews: Just the Facts
¡ First (in any order)[+0,1,2]:
0 + 7 2 + 3 1 + 6
¡ Middle (in any order)[Doubles w/10; C-10]
3 + 3 3 + 7 6 + 4 4 + 4 5 + 5 9 + 1
¡ Last (in any order)[Within-10 toughies]
4 + 5 5 + 3 3 + 4
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Interview #2 In order, for each ask, “How did you think about it?”
Which strategies do you think Grade 2 students might use to solve these facts?
¡ 4 + 4
¡ 4 + 6
¡ 9 + 4
¡ 2 + 9
¡ 6 + 7
¡ 6 + 6
¡ 8 + 7
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Four Facts Interview Protocol
Multiplication:
6 × 4
7 × 6
9 × 6
4 × 9
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Reflecting on Interviews
¡ Number of questions?
¡ How much time?
¡ Teach or don’t teach?
¡ How do you ‘create the space’?
¡ How many children do you interview?
¡ Other questions?
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• What do you notice about this interview protocol?
• How might you use such a tool?
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ADAPTED TESTS
Assessing Basic Fact
Fluency Strategy #4
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Tests: Alternatives
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Adapting Tests
Circle the ones you ‘just know’. Star the ones where you used a strategy
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Just Knew
JUST KNEW
Counting Near Doubles
Make 10 Pretend-a-10
Bay-Williams, J. M. & Kling, G. G. (2019). Math Fact Fluency: 60+ Games and Assessment Tools to Support Learning and Retention. Alexandria, VA: ASCD.
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Just Knew
Used a Strategy
Counted On
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Automatic! Working on It
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SNOW BALL FIGHT!
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SNOW BALL FIGHT!
8 × 7 Solve your fact. Tell your partner how you thought about it.
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What ideas might you implement to adapt
facts tests so that they de-emphasize time and
emphasize personal improvement and
strategy-use?
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PROGRESS CHARTS
Assessing Basic Fact
Fluency Strategy #5
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PROGRESS CHART
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FOUNDATIONAL FACTS
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Promising Results! Kling (2013) followed 30 children from 2 different schools, 4 different classrooms, in Kalamazoo, MI.; 21 had no exposure to timed testing or drill in the classroom in either 1st or 2nd grade. By the end of 2nd grade all 21 children demonstrated:
¡ automaticity with addition facts (solved within 3 seconds) 95% of the time.
¡ Strategy use (e.g., making ten) so quickly that it was impossible to distinguish between strategy use and “knowing from memory.”
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…and RETENTION
18 of the children were interviewed once more in the first week of 3rd grade prior to any fact strategy review. All 18:
¡ Children demonstrated automaticity 91% of the time.
¡ Were accurate and used strategies (not counting) 99.99% of the time.
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NCTM Teaching Children Mathematics April 2014 Two Complementary Articles
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What assessment strategies might you implement?
What other steps might you
take to ensure that we use the most effective assessment
strategies for our most important topic?
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Bay-Williams, J. M. & Kling, G. G. (2019). Math Fact Fluency: 60+ Games and Assessment Tools to Support Learning and Retention. Alexandria, VA: ASCD. Bay-Williams,J.andG.Kling(2014).EnrichingAddi>onandSubtrac>onFactMasterythroughGames.TeachingChildrenMathema1cs,21(4),238–247.Baroody,A.(2006).WhyChildrenHaveDifficul>esMasteringtheBasicNumberCombina>onsandHowtoHelpThem.TeachingChildrenMathema1cs13(1):22-31.Baroody,A.(1985).MasteryofBasicNumberCombina>ons:Internaliza>onofRela>onshipsorFacts?JournalforResearchinMathema1csEduca1on,16(2)p.83-98.Boaler,Jo.2012.“TimedTestsandtheDevelopmentofMathAnxiety”Educa1onWeek,onlineJuly3,2012.Henry,V.andR.Brown(2008).First-GradeBasicFacts:AnInves>ga>onIntoTeachingandLearningofanAccelerated,High-DemandMemoriza>onStandards.JournalforResearchinMathema1csEduca1on:39(2)p.153-183.Kling,GinaandJenniferBay-Williams(2014).AssessingBasicFactFluency.TeachingChildrenMathema1cs.20(8),488-497.Kling,Gina(2011).FluencywithBasicAddi>on.TeachingChildrenMathema1cs18(2),80-88.Kling,G.,&Bay-Williams,J.M.(2015).Threestepstomasteringmul>plica>onfacts.TeachingChildrenMathema1cs,21(9),548-559.
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Mokros, J., S. Russell, & K. Economopoulos (1995). Shouldn’t Students Memorize the Basic Math Facts? Beyond Arithmetic. White Plains, NY: Dale Seymour Publications. National Council of Teacher of Mathematics (2000). Principles and Standards for School Mathematics. Reston, VA: National Council of Teachers of Mathematics, Inc. National Research Council (2001). Adding it up: Helping children learn mathematics. J. Kilpatrick, J. Swafford, and B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. Ramirez, Gerardo, Elizabeth A. Gunderson, Susan C. Levine, and Sian L. Beilock. 2013. “Math Anxiety, Working Memory, and Math Achievement in Early Elementary School.” Journal of Cognition and Development, 14(2): 187-202. Steinberg, R. (1985). Instruction on Derived Facts Strategies in Addition and Subtraction. Journal for Research in Mathematics Education, 16(5), p. 337-355. Thornton, C. (1978). Emphasizing Thinking Strategies in Basic Fact Instruction. Journal for Research in Mathematics Education: 9(3), 214-227. Wheatley, G. and A. Reynolds (1999). Thinking in Units. Coming to Know Number: A Mathematics Activity Resource for Elementary Teachers. Bethany Beach, DE: Mathematical Learning.