inspect what you expect dr. cassie rape may 10, 2013 gacis mdc training
TRANSCRIPT
INSPECT WHAT YOU EXPECT
Dr. Cassie RapeMay 10, 2013GACIS MDC Training
A VERTICAL LOOK AT FORMATIVE ASSESSMENT LESSONSWhy is this any different from regular math “tasks” or “quizzes?”
We don’t learn passively.• People are active participants in their own learning.
• We construct bridges between what we are learning now and what we already know.
• Misconceptions arise naturally as a result.
• FOR INSTANCE: A third grader constructs the following “rule” for themselves based on their previous learning: I will get larger number whenever I multiply two numbers together.
There is a BIG difference between a Mistake and a Misconception.
MISTAKES• Computational Errors• Lack of Attention• Careless Errors• Misreading Own
Handwriting• Observed
Occasionally/
Infrequently
MISCONCEPTIONS• Wrong applications of
Mathematical Rules• Incorrect
interpretation of mathematical concepts
• Observed consistently
Why is the consideration of misconceptions important?
• Children construct meaning internally by accommodating new concepts within their existing mental frameworks.
• Thus, unless there is intervention, there is likelihood that the pupil’s conception may deviate from the intended one.
• Pupils are known to misapply algorithms and rules in domains where they are inapplicable.
• A surprisingly large proportion of pupils share the same misconceptions.
Undiagnosed Misconceptions Become Owned and Embedded Misconceptions
Undiagnosed Misconceptions Become Owned and Embedded Misconceptions
Owned
Formative Assessment is Shown to be more successful than direct instruction alone.
PRE-Test ERRORS ANALYSIS PERCENTAGES
A(10%) B (25%) C (80%) D (95%) E (50%) F (5%)G (90%
+)H
(95%) J (10%)
Tricked by
picture. Student interpret
s the graph as a picture.
Student interprets graph as speed vs.
time (accelerat
ion)
Student fails to
mention specific distance
or specific time
Student does not calculate
speed (incorrect descriptio
ns of speed)
Does not know that speed is distance (per) time
Student misinter
prets scale (either
misplacing the x
and y axis or interpreting the units in
the wrong
increments).
Student does not explain why the graph is realistic
Student does not get all of
the graph right.
Student does not understa
nd conceptually the relations
hip between
slope and
speed
POST-Test ERRORS ANALYSIS PERCENTAGES (approximates)
A (5%) B (5%)C
(30%) D (45%)E
(5%)F (less than
5%) G (10%+)H
(70%) J (5%)
Tricked by
picture. Student
interprets the graph
as a picture.
Student
interprets
graph as
speed vs.
time (acceleration
)
Student fails to
mention specific distanc
e or specific
time
Student does not
calculate speed (incorre
ct descriptions of speed)
Does not
know that
speed is
distance
(per) time
Student misinterprets scale (either
misplacing the x and y axis or interpreting the
units in the wrong
increments). Student does not explain why the graph is realistic
Student does
not get all of the
graph right.
Student does not
understand conceptuall
y the relationship
between slope and
speed
A SIDE-BY-SIDE COMPARISON
PRE• A(10%)• B (25%)• C (80%)• D (95%)• E (50%)• F (5%)• G (90%+)• H (5%)• J (10%)
POST• A (5%)• B (5%)• C (30%)• D (45%)• E (5%)• F (less than 5%)• G (10%+)• H (30%)• J (5%)
Some Difficult Discussions
GET OUT OF YOUR OWN BRAIN!
•Recognize…the rest of the world does not think the way a math teacher thinks.
•…and that’s OK.
#mathteacherproblemshttp://youtu.be/6LSOMiLMvAY
HOW WE THINK HOW THE REST OF THE WORLD THINKS
Things I Can Let Go….
• No Work=No Credit• Pencil Only or No Credit• Do it How I Told You To • Show the Steps…no, not your steps…the ones I taught
you• “MATH RULES”
A HORIZONTAL LOOK AT FORMATIVE ASSESSMENT LESSONSCONVINCING TEACHERS OF FAL VALUE
ENSURING FIDELITY IN SCALING ACROSS SYSTEM
The Beliefs of Educated Educators…. A Cycle
No Personal Proof of Effectiveness
Unwillingness to Try Because Potentially
Ineffective
No Results Generated
TRAINING FOR TEACHERS
•STRUCTURED FAL STUDY•TEACHERS START AS STUDENTS•DEMONSTRATE PROCESS•NO-PRESSURE OPPORTUNITIES TO RUN TRIALS
•USE LESSONS PERTINENT TO THEIR GRADE/SUBJECT
PROVIDING for TEACHERS
•Lessons Provided by DOE•Matched lessons to units•Opportunities to Collaborate•Materials to Implement•Support for the Process•Time to Analyze Student Work
MOTIVATING TEACHERS• THE GAME IS CHANGING: Math is no longer an exercise in choreography, but in true understanding and application• PARCC• SHELL• CCGPS• Standards for Mathematical Practice
OUR PLATES, as MATH TEACHERS
CCGPS New Curriculum
FALTASKSDifferentiated
Instruction
(D.I.)
Response to
Intervention
(R.T.I.)Flexible Grouping
Lunch Duty
PDF is Bookmarked
for Easy Access
Min
i-L
esso
n
Standard/Essential Question
Opening Mini-Lesson
Student Work
SessionClosing
Pre-Assessment (NO HELP
from teacher)!
Analysis of Student Work
and Understanding
s
Creation of Leading
/Probing/Guiding Questions
Opening
Collaborative Session (Utilize
Questioning)
Student Work Session (Utilize
Questioning, Create
“Experts”)
Plenary (Summarizing)
Discussion
Post-Assessment
(Students can have their Probing
Questions and Pre-Test to use
during Post-Assessment)
Gates Grant (Shell Centre) Formative Assessment, Compared to Instructional Framework
Su
mm
ary
Why does an FAL matter?
Through Course Assessments
CHECKING WHAT YOU EXPECT
•Make the Expectation Clear: “Non-Optional” Formative Assessments
•Observe the Lessons•Ask for Student Work Samples•Ask to see Analysis of Student Errors
There will be some initial resistance…
Expect that.
Things to Learn from Our Successes and Mistakes
• Make FAL’s an expectation.• Set time aside to train every single teacher• Re-Train Teachers• Follow up with second time to train every single teacher in
ANALYSIS of STUDENT WORK• Video!!! Praise works better than force!• Provide Materials, Share Materials, House Materials
Centrally• Teachers provide (someone in leadership) dates of FAL
enactment• Ask for feedback from teachers!• Ask for feedback from students!
