webinar: assessing to inform teaching and learning: a guide for leaders
TRANSCRIPT
Assessing to Inform Teaching and Learning:A Guide for Leaders
Tuesday, March 7, 2017
Join the Blended Learning community: www.edweb.net/blended
Presented by:
Francis (Skip) FennellL. Stanley Bowlsbey Professor of Educationand Graduate and Professional Studies Emeritus, McDaniel College
• For better audio and video, close other applications that use bandwidth
• If you are having audio or connection issues, try the “Switch to Phone” option by clicking “More” at the top of the screen
• For a larger view of the slides, hover over the top-right side of the screen to access the “Maximize” button
• Please post your questions in the chat box
• If you’re tweeting today, use the hashtag #edwebchat
• If you have any problems, staff from edWeb are standing by to assist you
Here are some webinar tips …
Tweet using #edwebchat
If you logged in live with your email address:Your certificate will be emailed to you the next business day.
If you joined by phone or if you’re watching this as a recording:Take the CE quiz located in the Webinar Archives.
To get your CE Certificate for this webinar:
To take the CE quiz:Join the community at www.edweb.net/blended Click on the Community Webinar Archives ImageYou’ll find a CE quiz in the folder for this webinar
Join the community!Blended Learning: Extending Classes Online
Presenter’s slides
Quizzes for CE Certificates
Webinar recordings
Follow up discussions
Invitations to upcoming webinars
Join at www.edweb.net/blended
Join the community for all of the webinar resources – it’s free!
Click on this image when you join!
Francis (Skip) Fennell, PhD, is emeritus as the L. Stanley Bowlsbey professor of education and graduate and professional studies at McDaniel College in Maryland, where he continues to direct the Brookhill Institute of Mathematics-supported Elementary Mathematics Specialists & Teacher Leaders Project.
A mathematics educator who has experience as a classroom teacher, principal, and supervisor, he is a past president of the Association of Mathematics Teacher Educators (AMTE), the Research Council on Mathematics Learning (RCML), and the National Council of Teachers of Mathematics (NCTM).
Dr. Fennell served as a writer of the Principles and Standards for School Mathematics (NCTM, 2000), the Curriculum Focal Points (NCTM, 2006), and the Common Core State Standards for Mathematics (CCSSO, 2010). He also served on the National Mathematics Advisory Panel (2006-2008). Dr. Fennell has received numerous honors and awards, including NCTM’s Lifetime Achievement Award.
Assessing to Inform Teaching and Learning:A Guide for Leaders
Francis (Skip) FennellMcDaniel College
March 7, 2017 • 3 PM - EST
www.mathspecialists.org
Poll:What is your role in education?
Leadership Framework
Fennell, Kobett, & Wray, 2013
Leaders and Adult Learners1. Finding a way to meet with teachers or administrative
colleagues individually and informally, which allows the mathematics leader to get to know them and understand their expectations, challenges, and work style.
2. Thinking about how to demonstrate respect for colleagues, and be consistently mindful of their time, curriculum stressors, personal lives, and so on.
3. Adults need to know why something may be relevant for them. Always build this into planning professional learning opportunities for teachers and others.
Coaching, Mentoring, Leading
1. Mentoring of targeted (e.g. new, novice, challenged) teachers.
2. Providing targeted one-on-one and professional learning assistance.
3. Co-planning professional learning efforts with grade-based learning communities.
4. Being readily available just to talk about particular challenges teachers are facing.
Navigating Relationships1. How might you work differently with a beginning or
novice teacher than one who has spent ten years at the same grade level in the same school?
2. Your mathematics coaches/specialists/leaders are seeking your involvement in the establishment of grade level and building-based learning communities at their respective schools. How might you respond to this request?
3. Who should be involved in helping to plan and implement a district-wide initiative designed to provide professional learning opportunities which will focus on formative assessment?
Learning Communities
1. Establishing
2. Supporting
3. Sustaining
4. Who’s involved?
5. How are they involved?
Assessment Literacy
• What is it?• Why is it important?
• Assessment of student learning is the responsibility of every school district, every school, and every teacher.
• Reality – you do this everyday, pretty much all day long!
Why didn’t I learn about formative assessment in my teacher prep program?First Year Teacher
Assessment Literacy
I actually never knew that my end-of-year and end-of-marking period benchmark tests were summative assessments. Thinking about how I can use both formative and summative assessments has been an eye-opening experience for me. AND, I’m in my 5th year of teaching!Fourth Grade Teacher
Assessment Literacy
• Formative assessment includes all activities that provide information to be used as feedback to modify and impact planning, teaching and learning.
• Summative assessments are typically used to assess student learning at the end of an experience. This could be a unit assessment, school district assessment, or the more high-stakes and high-profile end-of-year state assessments.
What about you?
• Reflect back: did you learn this?• What about now? How confident are you
with regard to assessment – all aspects?• Personal “confession”
• Assessment is integral to instructional practice (planning and teaching)
• Linking assessment to planning and instruction is used to inform teaching and learning
What about you?
• Think about – how does your school or school district define Formative Assessment?
• Think about – How do YOU use formative assessment?
We actually know a lot about formative assessment…
• The term formative assessment has been with us for 60+ years (e.g., Sueltz et al, 1946; Weaver, 1955)….
• Regular use of classroom formative assessment would raise student achievement by 0.4 to 0.7 of a standard deviation – enough to raise the U.S. into the top five countries in the international rankings for mathematics (Natriello, 1987; Crooks, 1998; Black and Wiliam, 1998).
But…
Evidence suggests that actual day-to-day use of formative assessment is not as prevalent in classrooms as one might expect (Stiggins, 2013).
This was the beginning…
NCTM News Bulletin, December 2006
The classroom is your canvas…
I just figured I could Google formative assessment and buy whatever formative assessment I wanted/needed.Middle School Teacher
Assessment Literacy
See: TCM – February 2015
See: TCM – February 2015
See: TCM – February 2015
See: TCM – February 2015
What we have done…• First, we recognized:
– a need to emphasize and enhance the use of classroom-based formative assessments – to guide teaching and learning.
– an overload of publications, published assessments and services promising the quick formative assessment fix.
• So, we:– Distilled seemingly endless suggestions and strategies
to a small pallet of formative assessment techniques.
InterviewsShowMe
Observations
Hinge Questions
Exit Tasks
How is observation assessment? Of course I observe my students—all day long every day! I just never considered the assessment potential of my observations!First Grade Teacher
Observations
I actually know more about my students because I am always watching them work and also seeing how they interact—with the mathematics they are learning and with each other. For me, observation is my everyday formative assessment lifeline!Fourth Grade Teacher
Observations
Observations
• What would you expect to observe?
• How would you know it if you saw it?
• What misconceptions might you observe?
• How might you record and provide feedback of what you observed?
What about You? Observations• You observe students all day long. What are
you seeing?
• Think about planning a lesson and then teaching it (ANY topic). Now picture any child in your class (1 student) as the lesson is being taught. What would you expect that child to be doing? What might you do about it?
What about You? Observations• You observe students all day long. What are
you seeing?
• Think about planning a lesson and then teaching it (ANY topic). Now picture any child in your class (1 student) as the lesson is being taught. What would you expect that child to be doing? What might you do about it?
• Why did you pick THAT child?
For some reason I thought that you only interviewed those students who were having problems in math class. Now I regularly interview my algebra students because I want to assess how they are transitioning to using equations and inequalities in a more formal way.Eighth Grade Teacher
Interviews
Interviews
• Long history of use in mathematics and special education (Weaver, 1955; Ginsburg, 1997; Fennell, 1972, 1998 .
• Extends the observation.• Takes some time – focused; 1-on-1 or small group• Allows you to dig deeper• Not deficit-based• Provides a glimpse of what a child is thinking
Interviews
• What would make you decide to work 1:1 with a student or small group?
• What questions might you ask? How might the questions be different?
• What will you anticipate from students? (Consider understandings AND possible misconceptions.)
• What follow-up questions might you ask?
What about You? Interviews
• Think of a lesson, any lesson, you have recently taught. What did a student do (or not) that might have caused you to have a brief interview (5 minutes or less) with the student?
Can you show me how you would order 76, 54, 47, and 89 using the number line?
How do you know 3/4 < 7/8? Show me. Show me your graph for that equation.
Show Me
Show Me
• A performance-based response to what a teacher observes.
• Combines elements of the observation and interview.
• A stop-and-drop activity where a student, small group of students or perhaps the entire class might be asked to show how something works, a problem solved, or a particular representation used.
What about You? Show Me
• Are there particular lessons that you think would provide opportunity for more Show Me’s than other lessons? Which? Why do you think so?
• Think through a lesson topic (ANY level). Think about planning this lesson – what might you observe? What would you have your students show you?
Summing Up…
These monitor your teaching…• Observations – Paying attention, monitoring
• Interviewing – specifics, “I want to know more about what I just observed.”
• Show Me – This is an explicit performance of what I would like to see demonstrated.
• ”I seriously think that one of the last things I got “good” at as a teacher was questioning.”
6th & 7th grade teacher
• “It took me a while to realize that sometimes I needed to change – while I was actually teaching – the questions that I had planned to ask.”
4th grade teacher
• “The better I feel about my planning, the easier it is to frame questions and then consider responses to help me plan for the next day.”
2nd grade teacher
• The hinge question provides a check for understanding or proficiency at a particular hinge point in a lesson. The success of the lesson hinges on responses to such questions as an indication of whether students understand enough to move on (Fennell, Kobett, & Wray, p. 84).
Think of your teachers and their use of questioning…
What comes to mind?Can you picture a colleague who is adept at questioning?
Can you think of a colleague who struggles with questioning?
My take…
Students need to talk about the mathematics they are learning…questioning starts that process
No questions asked…how can this be?
The Hinge – Focus and Issues
• Hinge Point or Hinge?
• Diagnostic focus – expands the interview…
• Multiple choice or not?– Student response cards
• 2 minute rule…
• Emily has three equally sized apple pies and wants to divide them into eight equal portions to give to eight students who want to take some pie home from a class party.
• Can you draw a picture showing how Emily might divide the pies into eight equal portions? Explain how your picture shows eight equal portions.
Adapted from Illustrative Math, grade 5
• Emily has three equally sized apple pies and wants to divide them into eight equal portions to give to eight students who want to take some pie home from a class party. Which expression represents this problem?A. 3 x 8B. 8 ÷ 3C. 3 ÷ 8 D. 24 ÷ 3
Adapted from Illustrative Math, grade 5
It’s 9:30 PM, I’m done…
• Google Forms • Kahoot• Padlet• Plickers• Today’s Meet
• Resources• Every pupil response
What about You? Hinge Questions
1. How will you use hinge questions as you teach?
2. If you think of the hinge question as a whole class interview, how will you use the responses?
3. How will you consider student responses to a hinge question?
4. When you prepare to ask a hinge question, what might you anticipate?
Date:Mathematics Standard:
Hinge Question:
Location in the Lesson Anticipated Student Responses
Possible Next Steps: Differentiation Strategy
Beginning Review
Middle Extend
End Student Grouping
An Exit Task
Is a capstone problem or task that captures the major focus of the lesson for that day or perhaps the past several days (Fennell, Kobett, & Wray, 2017).
Different than an Exit Ticket…
Original Task
Alane has the following number cards: 4, 9, and 12.• Make a set for each
number.
• Which set has the most? Least?
Revised TaskAlane has the following number cards: 4, 9, and 12.• Show each number with cubes or a
drawing.
• With cubes or a drawing, make a new group that is between 9 and 12.
• If Alane added 2 to each group, what are the new numbers?
• Would adding 2 to each number change the order on the number line?
What about You? Exit Tasks
• Final activity – whole class Show Me Activity
• Time for all students to complete the activity should be provided (and for you to review responses)
Summing Up…
These are closure-connected…• Hinge Questions – How did that lesson go?
What’s next?
• Exit Tasks – Performance. Demands feedback. A real getting at understanding opportunity.
Interviews
ShowMe
Observations
Hinge Questions
Exit Tasks
Formative assessment is:
• Students and teachers,
Thompson and William, 2007
Formative assessment is:
• Students and teachers,• Using evidence of learning,
Thompson and William, 2007
Formative assessment is:
• Students and teachers,• Using evidence of learning,• To adapt teaching and learning,
Thompson and William, 2007
Formative assessment is:
• Students and teachers,• Using evidence of learning,• To adapt teaching and learning,• To meet immediate learning needs,
Thompson and William, 2007
Formative assessment is:
• Students and teachers,• Using evidence of learning,• To adapt teaching and learning,• To meet immediate learning needs,• Minute-to-minute and day-by-day.
Thompson and William, 2007
Formative assessment is:
• Students and teachers,• Using evidence of learning,• To adapt teaching and learning,• To meet immediate learning needs,• Minute-to-minute and day-by-day.
Thompson and William, 2007
Love this…
What we know…*
• Everyday use of the Formative 5 works!
• Teachers need time to think about and seriously connect planning, teaching, and assessing.
• Support is more than helpful, it’s necessary!
*2-3 years of piloting and data collection
How can we make sure that:
• Teachers plan lessons (very seriously stated);
• Classroom based formative assessment is part of that plan;
• Hinge questions and exit tasks are prepared as part of the lesson;
• Responses to the Formative 5 impact the next day’s planning and instruction?
Questions?
Thank you!
Truly Adaptive Learning Technology requires
dynamic content that is built from the ground up to invite, analyze and respond
to a learner’s initial conceptions and support their developing ideas.
DreamBox Learning® K-8 MathPioneers in Adaptive Learning Technology
• Eliminate the wall between Instruction & Assessment
• Build Conceptual Understanding & Fluency
• Incorporate gaming protocols in 3 age-appropriate motivational frameworks to build confidence
• Use dynamic, continuous, and real-time data to create personalized learning paths
• Empower students with ownership of their own learning and teachers with powerful instructional data
• Create deeper home-to-school connections to facilitate more meaningful interactions for educators and families
What We Do: Reimagine K-8 Math for Learners and Learning Guardians
Our Impact: Independent Validation from Harvard and SRI & 40+ industry awards
Hear about the success in Baltimore County, MD
Click here >>
Dream Box impacts math learning outcomes.
Read our efficacy studies>>
DreamBox Learning Math for iPadTech & Learning Award of Excellence
2014Top Product for 2013 & 2015
District Administrator
2015 CODiE Award for Best PK-12Personalized Learning Solution
Revere Award
Top honors 3 years in a row2015 Return on Education (ROE) Innovation Award
Empowering Transformative Learning Experiences
Age appropriate student learning environmentDigital manipulatives that empower students in ways paper and pencil don’t
watch the video >>
2,000+ Lessons available in English and Spanish!
Equip Teachers as Activators of Learning with Actionable Student Data
Click to learn more >>
Dashboards for teachers, administrators, and families• Offer insight into depth of
learning so educators can see when to accelerate learning, offer remediation, and adjust their classroom instruction
• Enable educators monitor progress, identify learning gaps, and deliver differentiated assignments for every student.
• Create deeper home-to-school connections with the Family Insight Dashboard.
We value your feedback!Let us know how we’re doing:
www.surveymonkey.com/r/GC6ZCM7
Thank you to our speaker!
Francis (Skip) FennellL. Stanley Bowlsbey Professor of Education and Graduate and Professional Studies Emeritus, McDaniel College
If you logged in live with your email address:Your certificate will be emailed to you the next business day.
If you joined by phone or if you’re watching this as a recording:Take the CE quiz located in the Webinar Archives.
To get your CE Certificate for this webinar:
To take the CE quiz:Join the community at www.edweb.net/blended Click on the Community Webinar Archives ImageYou’ll find a CE quiz in the folder for this webinar
Join the community!Blended Learning: Extending Classes Online
Presenter’s slides
Quizzes for CE Certificates
Webinar recordings
Follow up discussions
Invitations to upcoming webinars
Join at www.edweb.net/blended
Join the community for all of the webinar resources – it’s free!
Click on this image when you join!