Lesson Planning with Formative Assessment Principles:

Sharing Our Stories

Pandora BedfordCynthia Cuellar

Astrid FossumJanis FreckmannMelissa HedgesDeAnn Huinker

Rosann HollingerConnie Laughlin

Laura MalyMary Mooney

Lee Ann PruskeBernard Rahming

Beth Schefelker

Session Goal

Participants will deepen their understanding of lesson planning with formative assessment principles

What We Will Accomplish:

Table discussion around MTLs use of the “Lesson Planning with Formative Assessment Principles” template

Whole group discussion featuring MTSs and MTLs

Lesson Planning with Formative Assessment Principles using an 8th grade lesson

Summarize our learning experience of bringing formative assessment practices to our daily classroom practice

Revisiting the Learning Team Continuum and the first four Assessment Principles

Silently recall the first four Assessment Principles that are align to the Learning Team Continuum

Turn to your shoulder partner and state the first four Formative Assessment Principles in your own words

As you discuss each principle, share ideas of what each Formative Assessment Principle means in day-to-day classroom practice

Alignment of Principles of Formative Assessments

to the Learning Team Continuum of Work for Mathematics

Principles of Assessment for Learning

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(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 1 Learning Targets

Stage 2 Align State Framework

and Math Program

Stage 3 Common CABS

Stage 4 Student Work on CABS

Stage 5 Descriptive Feedback

on CABS

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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.

Note: Even though the continuum and principles of assessment are described as stages, each previous stage needs to be continuously embedded in subsequent stages. Each stage highlights the focus or foreground for professional development and classroom practice as schools and teachers move along the continuum.

References: The MMP assessment principles are adapted from the work of Rick Stiggins and colleagues

Chappuis, S., Stiggins, R., Arter, J., & Chappuis, J. (2005). Assessment for learning: An action guide for school leaders (2nd ed). Portland, OR: Assessment Training Institute.

Stiggins, R., Arter, J. A., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for student learning: Doing it right—using it well. Portland, OR: Assessment Training Institute.

Reflect on Lesson Planning with Formative Assessment

In your MTL journals respond to the following questions: Did you attempt the homework of

Lesson Planning with Formative Assessment?

Why or why not? As a table group, share your

responses

Sharing of MTLs’ work

Mixed grade levels Work as table group Expectations for working in groups

Honor the presenting teacher No sidebars Listen without interruptions Take notes Ask questions at the end Others?

MMP Protocol: Lesson Planning

with Formative Assessment Principles

This protocol provides a set of guidelines for structuring conversation among teachers about their Lesson Planning with Formative Assessment Principles. To support teaching, student learning and motivation the goal is

1. To foster a common understanding of the process of lesson planning with formative assessment principles

2. To provide a collaborative forum for sharing and examining lesson plan with formative assessment principles

Each teacher would bring their completed form “Lesson Planning with Formative Assessment Principles”. 1. Getting Started 2. Presenting Teacher Focus Part 1 3. Presenting Teacher Focus Part 2 4. Focused Questions 5. Group Discussion 6. Repeat Steps 1- 5 with each teacher presenting. 7. Debriefing

Debrief of Sharing of MTLs’ Work

How did this process change the way you plan a lesson?

How did this process support your classroom teaching?

How did this process support student learning and motivation?

Lesson Planning with Formative Assessment Principles Date: ______________ Grade: ______________ Lesson: ______________

Part 1: Selecting and Setting Up a Mathematical Task This part contains four critical components that need to be considered when selecting and setting up a mathematical task.

Part 2: Supporting Student Exploration of the Task In this section, construct three questions that will develop the mathematics of the lesson. Be sure to consider the Depth of Knowledge to develop the questions. These questions could be used with students individually or in small groups.

Part 3: Summarizing the Mathematics In this section, construct a question that focuses on orchestrating a whole group discussion of the task that uses different solution strategies produced by the students that highlight the mathematics of the lesson.

1. Important Mathematics to Develop: 2. Learning Target & Descriptors: 3. Lesson Objective in Student Friendly Language: 4. Success Criteria:

Q1. Access background knowledge: Q2. Develop understanding of the mathematics by pushing student reasoning: Q3. Summarize the important mathematics in the lesson. This should tie back to the success criteria.

Q. Summarize the important mathematics in the lesson as a whole class discussion. This should tie back to the success criteria.

Examining an 8th grade Lesson

Independently read the lesson As a table group, complete Part 1: Selecting

and Setting Up a Mathematical Task on chart paper Important Mathematics to Develop Learning Target / Descriptors Student Friendly Language Success Criteria

Discuss posters of Part 1: Selecting and Setting Up a Mathematical Task

Debrief of Part 1 posters

Important Mathematics to Develop

Learning Target/DescriptorsStudent Friendly LanguageSuccess Criteria

Examining an 8th grade Lesson continued

Complete Part 2: Support Student Exploration of the Task A question to access student background

knowledge A question to push student(s) thinking A question to help the student summarize the

important ideas from the lesson Part 3: Sharing Exploration of the Task

Whole group discussion to summarize the important mathematics of the lesson

This should tie back to the success criteria

Final Discussion

How can I use this process in my school “system”?

How does this process relate to Leadership of Self and Leadership of Others?

Conclusions

MTLs and MTSs using this in classrooms have noticed a difference in teaching practice and student learning.

Using formative assessment principles when lesson planning brings formative assessment into classrooms on a day-to-day basis.

A formative assessment system is more than discrete parts such as CABS and descriptive feedback.

Session Goal

Participants will deepen their understanding of lesson planning with formative assessment principles

May Homework

How did this process change the way you planned a lesson?

How did this process support your classroom teaching?

How did this process support student learning and motivation?

For May, bring back a completed Lesson Planning with Formative Assessment Principles template of a lesson you taught. Be ready to share your experience based on the following questions: