monitoring your classroom canvas with the...
TRANSCRIPT
MonitoringYOURClassroomCanvaswithTheFormative5– YouCanDoThis!
Francis(Skip)FennellMcDanielCollege
BethKobettStevensonUniversity
JonWrayHowardCounty(MD)
PublicSchools
2017NCTMAnnualMeetingandExpositionSanAntonio,TX
April6,2017• 9:30-10:30AM
Whoareyou?• Whereareyoufrom?• Whatdoyoudo?–MathematicsSpecialist/InstructionalLeader?– Teachers?• Level?– PreK-2,3-5,6-8
• Other?(e.g.specialeducation,ESOL,etc.)– Administrators?• PrincipalorAssistantPrincipal?• Supervisor/CurriculumDirector?
– Other?
AssessmentLiteracy
• Whatisit?• Whyisitimportant?
• Assessmentofstudentlearningistheresponsibilityofeveryschooldistrict,everyschool,andeveryteacher.
• Reality– youdothiseveryday,prettymuchalldaylong!
• Formativeassessmentincludesallactivitiesthatprovideinformationtobeusedasfeedbacktomodifyandimpactplanning,teachingandlearning.
• Summativeassessmentsaretypicallyusedtoassessstudentlearningattheendofanexperience.Thiscouldbeaunitassessment,schooldistrictassessment,orthemorehigh-stakesandhigh-profileend-of-yearstateassessments.
Whataboutyou?
• Reflectback:didyoulearnthis?• Whataboutnow?Howconfidentare
youwithregardtoassessment– allaspects?
• Personal“confession”
Whataboutyou?
• Thinkaboutdiscuss/share– howdoesyourschoolorschooldistrictdefineFormativeAssessment?
• Thinkaboutdiscuss/share – HowdoYOU useformativeassessment?
• Thetermformativeassessmenthasbeenwithusfor60+years(e.g.,Sueltzetal,1946;Weaver,1955)….
• Regularuseofclassroomformativeassessmentwouldraisestudentachievementby0.4to0.7ofastandarddeviation– enoughtoraisetheU.S.intothetopfivecountriesintheinternationalrankingsformathematics(Natriello,1987;Crooks,1998;BlackandWiliam,1998).
Andthere’smuchmorewecouldaddhere…
But…Evidencesuggeststhatactualday-to-dayuseofformativeassessmentisnotasprevalentinclassroomsasonemightexpect (Stiggins,2013).
“HeyBK…Inourassessmentclass,wedidformativeassessmenttoday…Andwegotoutearly…”
IjustfiguredIcouldGoogleformativeassessmentandbuywhateverformativeassessmentIwanted/needed.MiddleSchoolTeacher
TrieditandFormativeAssessment got“about”3,430,000hits!!
AssessmentLiteracy
Whatwehavedone…• First,werecognized:– A needtoemphasizeandenhancetheuseofclassroom-basedformativeassessments– toguideteachingandlearning.
– Anoverloadofpublications,publishedassessmentsandservicespromisingthequickformativeassessmentfix.
– Afocuson“surface-level”formativeassessment“tricks”
• So,we:– Distilledseeminglyendlesssuggestionsandstrategiestoasmallpalletofformativeassessmenttechniques.
Howisobservation assessment?OfcourseIobservemystudents—all daylongeveryday!Ijustneverconsidered theassessment potentialofmyobservations!FirstGradeTeacher
Iactuallyknowmoreaboutmystudentsbecause Iamalwayswatchingthemworkandalsoseeinghowtheyinteract—withthemathematics theyarelearningandwitheachother.Forme,observation ismyeverydayformativeassessmentlifeline!FourthGradeTeacher
Observations
Observations
• Whatwouldyouexpecttoobserve(anticipation)?
• Howwouldyouknowitifyousawit?
• Whatmisconceptionsmightyouobserve?
• Howmightyourecordandprovidefeedbackofwhatyouobserved?
ForsomereasonIthoughtthatyouonlyinterviewedthosestudentswhowerehavingproblemsinmathclass.NowIregularlyinterviewmyalgebrastudentsbecauseIwanttoassesshowtheyaretransitioningtousingequationsandinequalitiesinamoreformalway.EighthGradeTeacher
Interviews
Interviews
• Longhistoryofuseinmathematicsandspecialeducation(Weaver,1955;Ginsburg,1997;Fennell,1972,1998).
• Extendstheobservation.• Takessometime– focused;1-on-1orsmallgroup• Allowsyoutodigdeeper• Notdeficit-based• Providesaglimpseofwhatachildisthinking
Interviews
• Whatwouldmakeyoudecidetowork1:1withastudentorsmallgroup?
• Whatquestionsmightyouask?Howmightthequestionsbedifferent?
• Whatwillyouanticipate fromstudents?(ConsiderunderstandingsANDpossiblemisconceptions.)
• Whatfollow-upquestionsmightyouask?
FrameworkofanInterview
• Problem,task,exercise(askstudenttotalkthroughthefollowing)
• Howdidyousolvethat?• Whydidyousolveitthatway?• Whatelsecanyoutellmeaboutwhatyoudid?
ShowMe
• Aperformance-basedresponsetowhatateacherobserves.
• Combineselementsoftheobservationandinterview.
• Astop-and-dropactivitywhereastudent,smallgroupofstudentsorperhapstheentireclassmightbeaskedtoshowhowsomethingworks,aproblemsolved,oraparticularrepresentationused.
“Canyoushowmehowyouwouldorder76,54,47,and89usingthenumberline?”
“Howdoyouknow3/4<7/8?Showme.”
“Showmeyourgraphforthatequation.”
ShowMe
ShowUs!
• Showme:Arepresentationofhowyouwouldcomparethefollowing:
3/40.650.095/1034%
• Usematerialsprovided
Nowwhat???
ShowMe- WhataboutYou?
• ArethereparticularlessonsthatyouthinkwouldprovideopportunityformoreShowMe’sthanotherlessons?Which?Whydoyouthinkso?
• Thinkthroughalessontopic(ANYlevel).Thinkaboutplanningthislesson– whatmightyouobserve?Whatwouldyouhaveyourstudentsshowyou?
• ”IseriouslythinkthatoneofthelastthingsIgot“good”atasateacherwasquestioning.”
- 6th &7th gradeteacher
• “IttookmeawhiletorealizethatsometimesIneededtochange– whileIwasactuallyteaching– thequestionsthatIhadplannedtoask.”
- 4th gradeteacher
• “ThebetterIfeelaboutmyplanning,theeasieritistoframequestionsandthenconsiderresponsestohelpmeplanforthenextday.”
- 2nd gradeteacher
Questioning&ClassroomDiscourse
Posingeffectivequestions isjustoneaspectofalargerconstruct– classroomdiscourse.Classroomdiscourseinvolvesvariousteachingactions,including:• Askingchallengingquestions• Listeningtostudentresponsestogaugetheirlearning• Encouragingstudentstolistenandrespondtotheirpeers
• Requiringstudentstoexplaintheirthinking• Encouragingstudentstousemultiplerepresentations• Allowingstudentstoengageinproductivestruggle
(NCTM,2006;SmithandStein,2011)
Thehingequestionprovidesacheckforunderstandingorproficiencyataparticularhingepointinalesson.Thesuccessofthelessonhingesonresponsestosuchquestionsasanindicationofwhetherstudentsunderstandenoughtomoveon(Fennell,Kobett,&Wray,p.84).
Thinkofyourteachersandtheiruseofquestioning…
Whatcomestomind?Canyoupictureacolleaguewhoisadeptatquestioning?
Canyouthinkofacolleaguewhostruggleswithquestioning?
Ourtake…Studentsneedtotalkaboutthemathematicstheyarelearning…questioningengagesandsupports
thatprocess
Noquestionsasked…howcanthisbe?
TheHinge– FocusandIssues
• HingePointorHinge?
• Diagnosticfocus– expandstheinterview…
• Multiplechoiceornot?– Studentresponsecards
• 2minuterule…
HowMightHingeQuestionsInformplanningandrelatedinstructionaldecisionsand change ateacher’sperspectiveaboutWHO needs
additionalsupport?
DO thesamestudentsalwaysneedadditionalsupport?
HingeQuestion Responses StudentResponsesStudents whocorrectlyidentified:
%&, #$, !#< !
"
Withoutusingfractionbars
n =20students
Students whocorrectlyidentified:
12,58,35<34
Used fractionbarstoidentify
n=6students
Studentswhoidentified only:
%&< !
"
n =3students
TechnologyTools• GoogleForms- https://www.google.com/forms/about/• Kahoot - https://getkahoot.com• Padlet - https://padlet.com/my/dashboard• Plickers - https://www.plickers.com• Today’sMeet- https://todaysmeet.com• Formative- https://goformative.com
Other• EveryPupilResponse(EPR)
WhataboutYou?HingeQuestionConsiderations
1. Howwillyouusehingequestionsasyouteach?
2. Ifyouthinkofthehingequestionasawholeclassinterview,howwillyouusetheresponses?
3. Howwillyouconsiderstudentresponsestoahingequestion?
4. Whenyoupreparetoaskahingequestion,whatmightyouanticipate?
AnExitTask
Isacapstoneproblemortaskthatcapturesthemajorfocusofthelessonforthatdayorperhapsthepastseveraldays(Fennell,Kobett,&Wray,2017).
OriginalTask
Alanehasthefollowingnumbercards:4,9,and12.• Makeasetforeachnumber.
• Whichsethasthemost?Least?
RevisedTaskAlanehasthefollowingnumbercards:4,9,and12.• Showeachnumberwithcubesora
drawing.
• Withcubesoradrawing,makeanewgroupthatisbetween 9and12.
• IfAlaneadded2toeachgroup,whatarethenewnumbers?
• Wouldadding2toeachnumberchangetheorderonthenumberline?
Usethedigits1-9tocreate3equivalentratios.Note:eachdigit
canonlybeusedonce.
___:___=______:___=______:______
http://www.openmiddle.com/finding-equivalent-ratios/ GrahamFletcher,2015
WhataboutYou?ExitTasks
• Finalactivity– wholeclassShowMeActivity
• Time forallstudentstocompletetheactivityshouldbeprovided(andforyoutoreviewresponses)
Whatweknow…*
• EverydayuseoftheFormative5works!
• Teachersneedtimetothinkaboutandseriouslyconnectplanning,teaching,andassessing.
• Supportismorethanhelpful,it’snecessary!
*2-3yearsofpiloting anddatacollection
Howcanwemakesurethat:
• Teachersplanlessons(veryseriouslystated);
• Classroombasedformativeassessmentispartofthatplan;
• Hingequestionsandexittasksarepreparedaspartofthelesson;
• ResponsestotheFormative5impactthenextday’splanningandinstruction?
Formativeassessmentis:
• Studentsandteachers,• Usingevidenceoflearning,• Toadaptteachingandlearning,• Tomeetimmediatelearningneeds,• Minute-to-minuteandday-by-day.
ThompsonandWilliam, 2007
Lovethis…