appalachian teacher partners appalachian math science partnership november 12, 2010 we will begin at...

Appalachian Teacher Partners

Appalachian Math Science Partnership

November 12, 2010We will begin at 9:01

Where have we been?

Games

Unit Examination

DeepeningAssessment

Understanding

TechnologyIntegration

Where to Today?

SelectedResponse

Assessment

Web Tools

DevelopingHigher LevelQuestions

RevisitDeconstruction

FA Strategy

• In your table groups, share the formative assessment strategy you tried this month

• Discuss strengths and weaknesses and show any student work you may have.

• How was the learning impacted by this strategy?

• How was teaching impacted by this strategy?

T-chart Time

Assessment:Selected Response

• Learning Targets– I can determine if a SR

item is congruent or correlated to the learning target(s).

– I can evaluate SR items for quality.

– I can modify questions in order to improve quality.

– I can explain the importance of student self-assessment.

Revisiting Franzipanics

• Think back to last month when you took the Franzipanics quiz.

• What helped you to get any of the questions correct?

• What item guidelines did each question break?

What are the implications of this exercise?

Why Accuracy Is ImportantAssessment information can be inaccurate in

one of two ways:1. We think students have mastered material

when they actually have not.2. We think students haven’t mastered

material when they actually have.

• What problems for teachers and students would arise from each of these situations?

Con-gru-en-cy (kən-groo’-en-se) n. 1. Mathematics. a. coinciding exactly when superimposed: congruent triangles [from Latin congrere,to meet together, agree.]

Webster’s Collegiate Dictionary, Tenth Edition

• In a learning situation, the principle of congruency means to achieve an exact match or agreement between the standards, the learning goal, and the chosen activity.

Don’t Confuse These Two “C” Words

• Congruent–An exact

match

• Correlated–Has some

relationship

A Math Example• Grade Level/Course: Grade 8 Mathematics • Cluster: Understand and apply the Pythagorean • Theorem

• Standard: 7. Apply the Pythagorean Theorem to• determine unknown side lengths in

right triangles in real-world and mathematical problems in two and three dimensions.

• Learning Target: I can apply the Pythagorean Theorem to

• determine unknown side lengths in right• triangles in real world problems in two• dimensions.

A diagram of part of a baseball field and some of its dimensions are shown below.Point F represents First Base, point S represents Second Base, point T representsThird Base, point H represents Home Plate, and point P represents another location on the baseball field.

P

180 ft

90 ft90 ft90

T

S

H

F

Home Plate

Third Base

Second Base

First Base

The diagram has the following characteristics:•Quadrilateral FSTH is a square.•Point F lies on HP.•Triangle FST is isosceles.

Question 1

What is the measure of PSF? A. 30

B. 45 C. 60D. 75

Question 2

What is the length of ?

A. 90.0 ftB. 127.3 ftC. 155.9 ftD. 180.0 ft

Question 3

What is the length of ?

A. 270 ftB. 90 ftC. 155.88457 ftD. 180 ft

A Science Example

Learning Targets (7th grade)

• I can identify the force acting on an object.

• I can use force arrows to predict change in the motion of an object.

• I can explain the change in motion of an object when an unbalanced force acts on it.

Question 1

An object is moving at a constant speed of 10 m/s. Its speed increases to 20 m/s. What must have happened to cause the change in speed?

• A. A net force was applied in the direction of

motion. • B. A net force was applied in the direction

opposite of motion. • C. The net force acting on the object was

doubled. • D. The mass of the object was doubled.

Question 2

• Newton’s 3rd Law of Motion states that ______________________.

A. force equals the mass of an object times the acceleration of the object

B. inertia is an object’s resistance to changeC. for every action force there is an equal and opposite

reaction forceD. an object at rest tends to stay at rest, and a moving

object tends to keep moving in a straight line until affected by an outside force

Question 3

The boulder in the picture above is not moving because

• A. The boulder has too much force inside it to be moved.

• B. No forces are pushing or pulling the boulder.• C. Gravity is holding it down to the ground.• D. The ground pushes up with the same force

that gravity pulls down.

In Partner Pairs

• Examine the multiple choice items in light of the learning targets for your subject area.

• Are the items congruent or correlated?

• Are the distractors quality distractors?

• Modify the questions as needed.

Now You Do….

• Examine the summative test for your unit focusing on the multiple choice items.

• Are the items congruent or correlated to the learning targets?

• Are the distractors quality?

• Are any of the guidelines violated?

• Modify questions as needed.

T-chart Time

Student Self-Assessment

Strategy 4: Teach Students to Self-Strategy 4: Teach Students to Self-Assess and Set GoalsAssess and Set Goals

• Students use test plans as a basis for evaluation of strengths and areas of study

• Students complete self-evaluation and goal-setting form on the basis of test or quiz results

Clear Targets and Student Goal Setting

x

x

x

Write numerals in expanded…

3


2


1

More study?

Simple mistake?

Wrong?Right?Learning Target

Problem

You Be GeorgePlease imagine you are George.

With a partner, do a little self-analysis and goal setting by completing the form.

(In this case, you will have to use a little imagination.)

You Be George• How many questions did George get wrong?

– What would his grade on this test be? – What is he likely to conclude from that grade if he doesn’t

do this kind of thinking? – How often do students like George get the opportunity to

look at a low score from this perspective? – What does research indicate students like George need?

• How might this activity be helpful in the classroom? – Who would benefit? – What would make it worth the time?

For Next Time

• In CASL, read pp 152-166. • Create or modify an existing MC assessment for

a unit you are currently teaching—administer to students.

• Include a reflection and goal setting form. • Bring back quizzes and reflection for at least 1

class—we will use student results to analyze the quiz.

• Read CASL Chapter 6—Please complete the reading guide.

T-chart Time

Web 2.0 Tools

• Goals:– To explore sites that

can have an impact on instruction and student learning.

Web 2.0 Tools for Instruction• Khanacademy.org• Wolframalpha.com• Livebinders.com• Polleverywhere.com• YourFreePoll.com• Jingproject.com• Google SketchUp• JamesRahn.com• Jonathanwray.com• FreePDFconverter.com

T-chart Time

Deconstruction Review

List Serv Chatter

• F-IF-7B– Graph functions expressed symbolically

and show key features of the graph, by hand in simple cases and using technology for more complicated cases:

– Graph square root, cube root, and piecewise-defined functions, including step and absolute value functions

What kind of standard?

Standards/Benchmarks

Targets

Assessment OF (Summative) and FOR Learning (Formative)

Assessment Methods

Communication of Results

But

First…

Goals for this Session

• To reflect on how the standards/ benchmarks, the underpinning learning targets, the purpose, the assessment methods and the communication of results need to align to provide quality in the assessment process

• To practice strategies and an alignment of the above

Graphic Organizers

• Organize our thinking, our ideas

• Help us plan

• Connect isolated pieces of knowledge

• Help us make meaning

Standard/Benchmark:

Type: Product Skill Reasoning KnowledgeLearning Targets

What are the knowledge, reasoning, skills or products targets underpinning the standard or benchmark?Product Targets Skill Targets Reasoning Targets Knowledge Targets

•

•

•

•

•

•

•

•

•

•

•

•

Assessments

How will I assess to promote the learning and audit the achievement of the targets and standard?

Assessment(s) For/Formative OF/Summative

Assessment(s) FOR/Formative OF/Summative



Selected Response

Ext. Written Response

Performance

Personal Communication

Selected Response



Performance


Performance

Communication of Results

How will I communicate the learning and the achievement?

FOR/Formative assessments resulting in reporting of learning/growth OF/Summative assessments resulting in grading of achievement

FOR/Formative – Report

OF/Summative -- Grade






OF/Summative – Grade

Standard/Benchmark:Standard/Benchmark:

Type: Product Skill Reasoning Knowledge

Standard:

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.


STANDARDS

PRODUCT TARGETS

design, produce, create, develop, make

SKILL TARGETS

observe, listen, perform, do, question, conduct, speak

REASONING TARGETS

analyze, compare, synthesize, categorize, interpret, justify

KNOWLEDGE TARGETS

explain, understand, describe, identify, define

Standard:



First Grade

Standard:



What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?

Product Targets Skill Targets Reasoning Targets Knowledge Targets

First Grade

PRODUCT

STANDARDS

PRODUCT TARGETS

SKILL TARGETS

REASONING TARGETS

KNOWLEDGE TARGETS

SKILL

STANDARDS

SKILL TARGETS

REASONING TARGETS

KNOWLEDGE TARGETS

REASONING

STANDARDS

REASONING TARGETS

KNOWLEDGE TARGETS

KNOWLEDGE

STANDARDS

KNOWLEDGE TARGETS

Standard/Benchmark:

Will drive with skill

Type: Product X Skill Reasoning Knowledge

Learning Targets



Standard:





First Grade

Write sentences with varied beginnings

Write sentences that contain facts about the topic




Hold a pencil correctly

Print letters correctly

Space words

Use lines and margins correctly

Stretch out sounds in …

Distinguish the uses or meanings of a variety of words (word choice)

Summarize to bring a sense of closure

Know what a sentence is

Understand concept of word choice

Identify a topic

Identify facts related to the topic

Understand endings

Assessments

How will I promote the learning and audit the achievement of the targets and standard?

FOR/Formative OF/Summative FOR/Formative OF/Summative FOR/Formative OF/Summative FOR/Formative OF/Summative






Space words







Identify a topic


Understand endings

Assessments


X Formative Summative X Formative Summative X Formative Summative X Formative Summative






Space words







Identify a topic


Understand endings

Assessments



Performance Performance


Selected Response


Performance


Selected Response



57

Possible Assessment Methods Selected Response

Multiple Choice True/False Matching Fill in

Extended Written Response Writing in response to a question or request

Performance Assessment Demonstrating skills Development of products

Personal Communication Questions Conferences Interviews






Space words







Identify a topic


Understand endings

Assessments



Performance Performance


Selected Response


Performance


Selected Response








Space words







Identify a topic


Understand endings

Assessments



X Performance X Performance


X Selected Response


X Performance

X Personal Communication

X Selected Response



Assessments


Formative Summative X Formative Summative X Formative Summative X Formative Summative

Performance X Performance


X Selected Response


Performance


X Selected Response



Communication of ResultsHow will I communicate the learning and the achievement?



OF/Summative - Grade







SUM TOTAL OF EVERYTHING STUDENTS DO IN SCHOOL/CLASSROOM

Types of Learning Criteria Used in Grading and Reporting

SELECTION OF MOST VALUED ITEMS FOR REPORTING PURPOSES

Progress Criteria•Learning Gains•Improvement Over Time•Process Criteria•Work Habits•Attendance•Effort •Participation•Homework

SELECTION OF ACHIEVEMENT ITEMS FOR GRADING

PURPOSES

Product Criteria•Final Exams•Reports/Projects•Culminating Demonstrations of learning

Report Grade

Assessment Assessment FOR LearningFOR Learning

Assessment Assessment OF LearningOF Learning

Assessments


Formative Summative X Formative Summative X Formative Summative X Formative Summative



X Selected Response


Performance


X Selected Response













Assessments





X Selected Response


Performance


X Selected Response




Formative assessments resulting in reporting of learning/growth Summative assessments resulting in grading of achievement

X Formative – Report

Summative - Grade


Summative - Grade


Summative - Grade


Summative - Grade

Now back to….

• F-IF-7B– Graph functions expressed symbolically and

show key features of the graph, by hand in simple cases and using technology for more complicated cases:

– Graph square root, cube root, and piecewise-defined functions, including step and absolute value functions

Determine the standard type.Next, deconstruct into the

appropriate targets. How will you assessthese targets?

T-chart Time

Questioning

• Learning Targets:– I can identify the

purpose of using good questions during instruction.

– I can describe the criteria necessary for thoughtful questions.

– I can develop a set of style based questions that promote deeper understanding.

Goals of Questioning

1. Build Motivation

2. Enhance Recall and Memory

3. Teach Good Thinking

4. Increase Students’ Depth of Knowledge

5. Design Better Lessons and Units

Turn to pg. 5 in your folder workbook. Read about these goals and choose the TWO that are the most important to you and discuss why with an elbow partner.

Questions Should Promote Thinking

• Read the story on pages 6-7 in the workbook.

• Complete Figure 1.5

• Be prepared to discuss.

Building an Answer• We must find data (collect).

– Via memories, research, experience, etc. – Chunking data to form patterns, theories, and

generalizations.

• We must construct data (arrange).– Objective—Arranging by logic and procedure.– Subjective—Arranging by personal values &

images.

Questions in Style asks students to do this building in different ways.

Questions are Powerful

• Examine the description of questioning styles on pages 10 and 16 of the workbook.

• What are the advantages of posing questions in all four styles?

• If questions are written to reflect style, does that mean that they are on a higher order level? Why or why not?

Can be

Targets and Questions

• Examine the following Math and Science learning targets and questions.

• Are the questions…– ….congruent to the targets?– ….requiring higher order thinking?– ….reflective of style?

A Math Example

LEARNING TARGETS:

• I can state the equation of a line through the origin in the form y = mx.

• I can state the equation of a line intercepting the vertical axis at b in the form y = mx + b.

Using the form y=mx+b, state the equation of two different

lines on the xycoordinate plane that pass

through the origin.

Turn to your talking partner. After your partner gives you

the equation for a line in the form y = mx + b,

tell your partner whether the graph of the line intersects the

vertical axis above or below the origin.

Think of any non-vertical line on the coordinate plane as a road.

Think of a car on that road that is traveling from your left to your right.

If the equation of that line is y = -3x + 1, explain why

you think the car is traveling uphill, downhill or along a flat stretch.

Describe some real-life situation in which the

resulting graph would be a line with

a negative slope.

MATH

A Science Example

Learning Targets:

• I can identify the force acting on an object.

• I can use force arrows to predict change in the motion of an object.

• I can explain the change in motion of an object when an unbalanced force acts on it.

Choose an object that isin motion and one that is not.

Identify all the forces acting on each object. Use words and arrows.

Understanding forces can be difficultat times. What are 1 or 2 questions

that you have about forces thatwould help your understanding?

A car is traveling down a road at70 mph. A large rock falls from a cliff, rolls down the hill, and slams into the

passenger side of the car. Using words and force arrows predict

how the motion of the car will change.

What if all forces in the worldwere unbalanced? How would this affect life as

we know it?

Science

Tools for Questioning

• Carousel Brainstorming• Graffiti• Four Thought (pp 30-31)

• Comprehension Menus

Comprehension Menus

• What is it?– A tool for assessing reading comprehension.– NEW TWIST: To check comprehension after

an activity and/or lecture.

Recall of facts & details Connecting to yourself

Inferences &

GeneralizationsApplying knowledge

A Science Example

List 3 physical properties and 3chemical properties for each

material:Wood, Metal, Plastic

What tips could you give another student who is having trouble

keeping physical and chemical properties/changes sorted out in

their mind?

How are physical changes and chemical changes similar

and different? Create visual icons for the following:

Chemical PropertyChemical Change

Physical PropertyPhysical Change

Phy change Chem Change

Differences

A Math Example

Generate four different fractions between 0 and 1.

Order them from least to greatest.

Which numbers are moreimportant—fractions or whole

numbers? Why?

Mr. Jones has a square piece of property. He wants to keep a

quarter for himself (in pink) and dividethe rest equally among his four

sons. Each son should receive apiece of land equal in size & shape. How can he do this?

Have you ever used a fraction

to settle a dispute?Explain how.

Take Time to Think…

• What are the benefits to using a comprehension menu?– For Teachers?– For Students?

• How could a comprehension menu be used in your classroom?

A Blueprint for Questioning

• Examine the excerpts in Fig. 3.3 on page 42.

• How do we know that these questions are good, rich, and powerful questions?

• What are at least 3 criteria for good questions?

• Now review the criteria on pg.43• How do the questions in the excerpts meet

each criterion?

…Connecting…

“Blueprint” for designing Lessons and UnitsFoyer

Where we activatestudents’ prior

knowledge and arousestudent interest

(Knowledge Anticipation)

LibraryWhere we provide

information and ideasthrough lecture,

readings, or viewings(Knowledge Acquisition)

KitchenWhere students cook

up a product that demonstrates

what they know(Knowledge Application)

WorkshopWhere students

rehearse and practicewhat they are learning

(Practicing and Processing

New Knowledge)

PorchWhere students lean

back, reflect, generalize, and question what they

have learned(Reflection)

Copyright 2007 Thoughtful Education Press

Question Blueprint for Long Division

Copyright 2007 Thoughtful Education Press

Target

Target

Target

Target

Designing Your Own Blueprint

• Using your LESSON blueprints from your unit, you are going to develop questions that promote deeper understanding.

• In other words, think of your daily lessons---what questions are you going to ask to help students think about the material?

• Develop higher level questions in style for each of your learning targets.

• Keep in mind the blueprint—where are you going to use these questions during instruction?

• Use pp 20-23 in workbook for examples.

“The important thing is to not stop questioning.”

–Albert Einstein

Where to Today?

SelectedResponse

Assessment

Web Tools

DevelopingHigher LevelQuestions

RevisitDeconstruction

For FEBRUARY

• Our next meeting is February 11, 2011

• For homework– Complete the MC test and

administer—use reflection with students—bring back 1 classroom set.

– Read CASL Ch. 6—Complete the homework guide.

– Finish question blueprint for ALL learning targets—upload questions with matching target(s) to Google site.

appalachian teacher partners appalachian math science partnership november 12, 2010 we will begin at...

Documents

ft slide

edition slide

tchart time slide

learning situation

learning goal

formative assessment

congruent triangles

right triangles