effective conversations that lead to effective instruction: using a portfolio process to structure...
TRANSCRIPT
Effective Conversations That Lead To Effective Instruction:
Using A Portfolio Process to Structure Teaching and Learning of Mathematics
Beth Schefelker, Math Teaching Specialist, Milwaukee Public SchoolsJoanie Marchillo, Math Teacher Leader, Milwaukee Public SchoolsMelissa Hedges, Math Teaching Specialist, Milwaukee Public Schools
National Conference of Supervisors of Mathematics42nd Annual Conference, 2010
San Diego, California
The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding by the National Science Foundation.
Session Goal
To engage in conversations highlighting the successes and challenges of implementing a portfolio assessment process.
To develop an understanding of the impact professional conversations have on supporting formative assessment practices.
To broaden our thinking about how students benefit from monitoring their learning through a portfolio process.
Milwaukee Mathematics Partnership $20 million NSF Grant from 2003 - 2007 4 Goals
Develop understanding of the Comprehensive Mathematics Framework.
Improve Teacher Mathematical Content Knowledge Develop Distributive Leadership Increase Student Achievement
Initiatives That Have Surfaced From the MMP Work A Comprehensive Mathematics Framework to
provide a structure for daily instruction. A curriculum alignment process from MPS
Learning Targets to the WI State Assessment Framework.
Classroom Assessments Based on Standards (CABS)
The MMP Protocol for Looking at Student Work
Giving Effective Feedback
Auer Avenue School
Current Status K-8 School serving 400
students Student population is
98% african american students.
29% Special Education students
30 staff members with 16 teachers who teach mathematics.
Current Struggles Identified as a School In
Need of Improvement (SIFI) for 4 years.
Neighborhood school with a low socio-economic population.
20% student mobility 20% teacher mobility Identified by the school
board for closure for the past two years.
25 year veteran of Auer Avenue School 4, 5, and 6th grade teacher Math Teacher Leader - 6 years
MTL Challenge Increase Student Achievement Improve classroom mathematics instruction Improve discussions around mathematics teaching
and learning.
A Bit of Background on the MTL
A Core Belief: Formative Assessment Makes A Difference
Firm evidence shows that formative assessment
is an essential component of classroom work
and that it’s development can raise standards of
low-achieving students.
Black P. & Wiliam, D. (1998), Inside the black box: Raising standards through classroom assessment. Phi Delta Kappen, 80 (2), 139-148.
Thinking About Assessment Practices
Turn and talk with a table partner…
In what way have you seen these ideas embedded in mathematics assessment practices in your district ?
Thinking About The Work To Be Done…
What conversations need to take place with teachers in order to provide a focus and a structure to change mathematics assessment practices?
Alignment of Principles of Formative Assessments to the Learning Team Continuum of Work for Mathematics
(1) Prior to teaching, teachers study and can
articulate the math concepts students will be learning.
(2) Teachers use student-friendly language to inform students about the math objective they are expected to learn during the lesson.
(3) Students can describe what mathematical ideas they are learning in the lesson.
(4) Teachers can articulate how the math lesson is aligned to district learning targets, state standards, and classroom assessments (CABS), and fits within the progression of student learning.
(5) Teachers use classroom assessments that yield accurate information about student learning of math concepts and skills and use of math processes.
(6) Teachers use assessment information to focus and guide teaching and motivate student learning.
(7) Feedback given to a student is descriptive, frequent, and timely. It provides insight on a current strength and focuses on one facet of learning for revision linked directly to the intended math objective.
(8) Students actively and regularly use descriptive feedback to improve the quality of their work.
(9) Students study the criteria by which their work will be evaluated by analyzing samples of strong and weak work.
(10) Students keep track of their own learning over time (e.g., journals, portfolios) and communicate with others about what they understand and what areas need improvement.
Stage 1Learning Targets
Stage 2Align State Framework
and Math Program
Stage 3Common CABS
Stage 4Student Work on CABS
Stage 5Descriptive Feedback
on CABS
Understand importance of identifying and articulating big ideas in mathematics to bring consistency to a school’s math program.
Develop meaning for the math embedded in the targets and alignment to state standards and descriptors and to the school’s math program.
Provide a measure of consistency of student learning based on standards/descriptors and targets.
Examine student work to monitor achievement and progress toward the targets and descriptors.
Use student work to inform instructional decisions, and to provide students with appropriate descriptive feedback.
Cindy Grade 2/3 Teacher
Reflect on this question as you watch the monitoring
conference.
What did you learn about how Cindy uses assessment practices to inform her about her students?
What what way did this conversation highlight important aspects about Cindy’s math instruction?
CarmelitaGrade 4/5 Teacher
What evidence is there that Carmelita values
student involvement in assessment practices?
DarkoGrade 6/7/8 MRP Teacher
How has working with portfolios impacted the teaching and learning of mathematics in Darko’s classroom?
Making Connections to the MMP Alignment to Formative Assessment Principles
Thinking about the conversations you just
watched, what connections can you make to the
MMP Formative Assessment Principles?
Connecting to research…
An emerging body of evidence suggestsstrongly that we (educators) need to be moreintentional in our use of formative assessmentpractices.
In what way do the conversations in these clips exemplify the message in this statement?
Huinker.D & Freckmann.J (2009). Linking principles of formative assessment to classroom practice. Wisconsin Teacher of Mathematics.
Student Conversations
If formative assessments are to be productive, pupils should be trained in self-assessment so that they can understand the main importance of their learning and thereby grasp what they need to do to achieve.
Black P. & Wiliam, D. (1998), Inside the black box: Raising standards through classroom assessment. Phi Delta Kappen, 80 (2), 139-148.
Angela and IyonnaGrade 3
What evidence did you hear that shows Angela and Iyonna are involved in the assessment process?
What evidence do you hear that indicates students are actively engaged in assessment practices ?
Jonte and TreasureGrade 4/5
How are the conversations between Jonte and
Treasure similar to those of Angela and Iyonna?
Different?
KenteGrade 5
How does Kente use his portfolio to explain his mathematical understandings?
What surprised you about his explanations?
What other questions would you like to ask Kente if you had the chance?
Connecting Student Comments to ResearchThinking about the ten assessment principles
outlined on the MMP Formative Assessment Principles Continuum…
Which of the principles did you see exemplified in the student conversations?
How has this initiative impacted Auer Avenue School?Students 08-09 test results showed an
8% increase over all. 09-10 test results
Improved ability to communicate mathematically both verbally and in writing.
Enthusiastic and approach mathematics with a positive attitude.
Teachers Instruction is focused
on big ideas in mathematics.
Intervention is targeted and student progress is monitored.
Assessment drives instruction.
Clear sense of lesson planning not page by page instruction.
References Black P. & Wiliam, D. (1998), Inside the black box: Raising standards through classroom
assessment. Phi Delta Kappen, 80 (2), 139-148.
Huinker.D & Freckmann.J (2009). Linking principles of formative assessment to classroom practice. Wisconsin Teacher of Mathematics.
Contact Information
Powerpoint available on the MMP website www.mmp.uwm.edu
Additional Questions Contact:
Joanie [email protected]
Beth Schefelker
Comprehensive Mathematics FrameworkMilwaukee Public Schools, MMP
Video Segments
Teacher
Cindy - 10:37 - 14:30 Discusses student work in binder connects to 4
step process and pedagogical connections
Carmelita - 33:24 - 36:00 Benchmark recording sheet
Darko - 50:00 - 55:00 Impact of keeping portfolios for both teacher and
student
Video Segments
Students Angela and Iyonna 1:10 - 4:48
Explaining rubric and CABS sheet Jonte and Treasure 19:20 - 24:42
Description of CABS sheet Sharing Benchmark recording sheet
Kente 43:26 or 45:54 - 48:50 Explain CABS sheet Explaining math understanding of Statistics and
Probability Explaining mathematical improvements