Top Five Ways MDC Has Changed the Way I Teach Scott Graham HSTW Summer Conference bhsmathguy@gmail.com http://bit.ly/1HVuwSz http://bit.ly/1HVuwSz

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Plan for the next hour Why was change needed? Where do our students get motivation? Five things I learned from my students about what they look for in a class http://bit.ly/1HVuwSz

Why was change needed? Typical Classroom http://bit.ly/1HVuwSz

What do we know about Math Education in America today? http://bit.ly/1HVuwSz

Truths about Math in America Today The percentage of eighth graders scoring “proficient” or above on the National Assessment of Education Progress (NAEP) rose from 13% in 1990 to 42% in 2013. (National Center for Education Statistics, 2013) Average scores for fourth and eight graders on these NAEP assessments rose 29 and 22 points, respectively, between 1990 and 2013. ( National Center of Education Statistics, 2013) http://bit.ly/1HVuwSz

Truths about Math in America Today Between 1990 and 2013, the mean SAT-Math score increased from 501 to 514, and the mean ACT-Math score increased from 19.9 to 20.9. (College Board 2013 and ACT 2013) The number of students taking Advanced Placement Calculus examinations increased from 77,634 in 1982 to 387,297 in 2013, of whom about 50% scored 4 or 5 on the exam. (College Board 2013) http://bit.ly/1HVuwSz

Truths about Math in America Today Average mathematics NAEP scores for 17 year olds have been essentially flat since 1973. (NCES 2013) Only about 44% of US high school graduates in 2013 were considered ready for college work in mathematics, as measured by ACT and SAT. (ACT 2013, College Board 2013) ACT readiness score is 22 with 510 being a comparable SAT score. http://bit.ly/1HVuwSz

Truths about Math in America Today Compared to the rest of the World Among cohorts of 15 year olds from 34 countries participating in the 2012 Programme for International Student Assesment (PISA), which measures students’ capacity to formulate, employ, and interpret mathematics in a variety of real-world contexts, the US cohort ranked 26th. (Organisation for Economic Co-Operation and Development [OCED] 2013) http://bit.ly/1HVuwSz

Truths about Math in America Today Compared to the rest of the World U.S. students performed relatively well on PISA items that required only lower-level skills—reading and simple handling of data directly from tables and diagrams, handling easily manageable formulas—but they struggled with tasks involving creating, using and interpreting models of real-world situations and using mathematical reasoning. (OCED, 2013) http://bit.ly/1HVuwSz

THE TRADITIONAL LESSON Reteach? Intro/ Hook Traditional Content Delivery Assessment Typical Unit of Mathematics Instruction http://bit.ly/1HVuwSz

Truths about Math in America Today To much focus is on learning procedures without any connection to meaning, understanding, or applications that require these procedures. To much weight is placed on results from assessments— particularly large-scale, high-stakes assessments—that emphasize skills and fact recall and fail to give sufficient attention to problem solving and reasoning. To many teachers have limited access to the instructional materials, tools and technology that they need. -Principle to Actions: Ensuring Mathematical Success for All NCTM http://bit.ly/1HVuwSz

How does MDC help us with this change? http://bit.ly/1HVuwSz

Formative Assessment Lesson Structure of a Formative Assessment Lesson Concept Development Framing the lesson Pre-lesson assessment Introduction Collaborative Activity Whole-class Discussion Feedback Questions Post-lesson assessment Problem Solving Framing the lesson Pre-lesson assessment Feedback Questions Problem Solving Framing the lesson Pre-lesson assessment Problem Solving Framing the lesson Problem Solving Framing the lesson Pre-lesson assessment Feedback Questions Introduction Collaborative Activity Examining Student Work Whole Class Discussion How did you work? Problem Solving Framing the lesson Pre-lesson assessment Feedback Questions Introduction Problem Solving Framing the lesson Pre-lesson assessment Feedback Questions Introduction Collaborative Activity Problem Solving Framing the lesson Pre-lesson assessment Feedback Questions Introduction Collaborative Activity Examining Student Work Problem Solving Framing the lesson Pre-lesson assessment Feedback Questions Introduction Collaborative Activity Examining Student Work Whole-class Discussion Problem Solving Framing the lesson Pre-lesson assessment Feedback Questions Introduction Collaborative Activity Examining Student Work Whole-class Discussion How Did You Work VS. 11:00-11:30 Differences in CD and PS Classroom Challenges Comment on: 1. How are groups chosen within problem solving lessons? 2. Where are problem solving lessons placed within a unit? Lead: Scott http://bit.ly/1HVuwSz

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New Way to Look at STEM SCIENCE TECHNOLOGY ENGINEERING MATHEMATICS S TRATEGIES T HAT E NGAGE M INDS http://bit.ly/1HVuwSz

Traditional Content Delivery THE MDC LESSON Intro/ Hook Traditional Content Delivery MDC FAL Fine Tune Assessment 2/3 to 3/4 http://bit.ly/1HVuwSz

Why is this the big idea of formative assessment? Who: Students and teachers What: Using evidence of learning to adapt teaching and learning Why: To meet immediate learning needs When: Minute-to-minute and day-by-day 10:00-10:30 The Big Idea of Formative Assessment and the 5 Strategies “Carousel” embedded in a coach-led discussion Scott Graham Marnie Thompson and Dylan Wiliam (2008) Ann Shannon and Associates (2013) http://bit.ly/1HVuwSz

5 Key Strategies for formative assessment Clarifying and sharing learning intentions and criteria for success; Engineering effective classroom discussions, questions, and learning tasks; Providing feedback that moves learners forward; Activating students as instructional resources for one another; and Activating students as owners of their own learning. 10:00-10:30 The Big Idea of Formative Assessment and the 5 Strategies “Carousel” embedded in a coach-led discussion Lead: Scott (Thompson and Wiliam, 2008) http://bit.ly/1HVuwSz

Where do our students (humans) get motivation? http://bit.ly/1HVuwSz

Motivation 1.0 Was all about survival Presumed that humans were biological creatures, struggling to obtain our basic needs for food and security "In fact, sometimes we needed ways to restrain this drive -- to prevent me from swiping your dinner and you from stealing my spouse." http://bit.ly/1HVuwSz Source: Daniel Pink, Drive

Motivation 2.0 Stated that humans set out to seek reward and avoid punishments Based of external forces; rewarding the behavior that one seeks and punishing the behavior that one discourages (Carrots/Sticks) "The way to improve performance, increase productivity, and encourage excellence is to reward the good and punish the bad." http://bit.ly/1HVuwSz

Motivation 2.0=Extrinsic Motivation http://bit.ly/1HVuwSz

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NOTE: Tasks we choose to do in class are so important NOTE: Tasks we choose to do in class are so important. Wednesday from 8AM-9AM in 304-305 Hilton Tasks will be covered heavily in a small group atmosphere. Look at free ones and also ones we already do in our class and how we can ramp them up. http://bit.ly/1HVuwSz

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A-SSE Kitchen Floor Tiles Fred has some colored kitchen floor tiles and wants to choose a pattern using them to make a border around white tiles. He generates patterns by starting with a row of four white tiles. He surrounds these four tiles with a border of colored tiles (Border 1). The design continues as shown below: A-SSE Kitchen Floor Tiles http://bit.ly/1HVuwSz

Motivation 3.0 This operating system still keeps the same outlooks of Motivation 1.0 and Motivation 2.0 stating humans still have the behavioral drive for survival as well as the drive for reward and punishment; but it also states that humans have a drive to direct their own lives. We have a drive to learn, to create, and to better the world http://bit.ly/1HVuwSz

Motivation 3.0=Intrinsic Motivation http://bit.ly/1HVuwSz

My students need a sense of autonomy in my classroom. http://bit.ly/1HVuwSz

Autonomy independence or freedom, as of the will or one's actions: the autonomy of the individual. the condition of being autonomous; self-government or the right of self-government: The rebels demanded autonomy from Spain. 3. a self-governing community. http://bit.ly/1HVuwSz

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5 Key Strategies for formative assessment Clarifying and sharing learning intentions and criteria for success; Engineering effective classroom discussions, questions, and learning tasks; Providing feedback that moves learners forward; Activating students as instructional resources for one another; and Activating students as owners of their own learning. 10:00-10:30 The Big Idea of Formative Assessment and the 5 Strategies “Carousel” embedded in a coach-led discussion Lead: Scott (Thompson and Wiliam, 2008) http://bit.ly/1HVuwSz

How does autonomy relate to MDC and now my classroom? TASKS/TIME TEAM TECHNIQUE http://bit.ly/1HVuwSz

Strategies that allow students to work on Autonomous behaviors Flipping the Classroom Traffic Lighting Self Learning Logs Homework Help Board Question Strips Thumbs Up Parking Lot Supporting students in exploring tasks without taking over student thinking http://bit.ly/1HVuwSz

When students become involved in the decision making process of the there education (looking at tasks that are meaningful, how they want to learn it, identifying whether or not they understand something); that is when they start becoming engaged in your class. http://bit.ly/1HVuwSz

2. My students want to master the content. http://bit.ly/1HVuwSz

Mastery The desire to get better and better at something that matters http://bit.ly/1HVuwSz

5 Key Strategies for formative assessment Clarifying and sharing learning intentions and criteria for success; Engineering effective classroom discussions, questions, and learning tasks; Providing feedback that moves learners forward; Activating students as instructional resources for one another; and Activating students as owners of their own learning. 10:00-10:30 The Big Idea of Formative Assessment and the 5 Strategies “Carousel” embedded in a coach-led discussion Lead: Scott (Thompson and Wiliam, 2008) http://bit.ly/1HVuwSz

Quality Feedback? http://bit.ly/1HVuwSz

Case Study on Feedback In one study, (Butler, 1988) 48 eleven-year old Israeli students were selected from the upper and lower quartiles of attainment from 12 classes in 4 schools and worked in pairs over three sessions on two tasks (one testing convergent thinking and the other, divergent). After each session, each student was given written feedback on the work they had done in the session in one of three forms: A. individualized comments on the extent of the match of their work with the assessment criteria that had been explained to each class at the beginning of the experiment; B. grades, based on the quality of their work in the previous session; C. both grades and comments. How did students perform on the future tasks? http://bit.ly/1HVuwSz Embedded Formative Assessment

Characteristics of Effective Feedback Focuses on the task and not the student Causes students to think, in language they can understand Includes a recipe for future action in relation to both the learning target and the success criteria Is used by the student to make improvements ©2012 Northwest Education Association http://bit.ly/1HVuwSz

Ways to give feedback to students Circling Errors Comment-Only Marking Find and Correct Errors Mastery Grading No Complete Solutions http://bit.ly/1HVuwSz

Ways to give feedback to yourself as a teacher   Use properties of similar figures to determine missing sides Prove two figures are similar to each other Determine whether a triangle is obtuse, acute or a right triangle Finding missing sides using PT Setting up Trigonometric Ratio Find Missing side and angles of a right triangle (angle and side given) Finding missing sides and angles of a right triangle (two sides are given) Finding area of polygons using trig Find area of a triangle using trigonometry A 3 1 B 2 C D E F G H I J K L 6 7 8 5 4 http://bit.ly/1HVuwSz

3. My students need a purpose in my classroom. http://bit.ly/1HVuwSz

Purpose People who find purpose in their work unlock the highest level of the motivation game. (Pink, Drive) Both teachers and students need to be able to answer crucial questions: What mathematics is being learned? Why is it important? How does it relate to what has already been learned? Where are these mathematical ideas going? Principles to Actions, NCTM http://bit.ly/1HVuwSz

Although daily goals need not be posted, it is important that students understand the mathematical purpose of a lesson and how the activities contribute to and support their mathematical learning. Goals or essential questions motivate learning when students perceive the goals as challenging but attainable (Marzano 2003, McTighe and Wiggins 2013) http://bit.ly/1HVuwSz

5 Key Strategies for formative assessment Clarifying and sharing learning intentions and criteria for success; Engineering effective classroom discussions, questions, and learning tasks; Providing feedback that moves learners forward; Activating students as instructional resources for one another; and Activating students as owners of their own learning. 10:00-10:30 The Big Idea of Formative Assessment and the 5 Strategies “Carousel” embedded in a coach-led discussion Lead: Scott (Thompson and Wiliam, 2008) http://bit.ly/1HVuwSz

Strategies that help students see purpose behind what is going on. Looking at Application first before going over new concepts 30 Second Share Group Discussion Expectations Identifying how the goals fit within mathematics learning progression Establishing clear goals that articulate the mathematics that students are learning as a result of instruction in a lesson, over a series of lessons, or throughout a unit http://bit.ly/1HVuwSz

4. My students love to show off to each other. http://bit.ly/1HVuwSz

Creating Opportunities for Students to Shine: Group Worthy Tasks Focus on central mathematical concepts or ideas Require some interpretation Provide multiple ways of being competent in problem solving Be done in a group, which bolsters students’ interdependence Be designed in a way that provides individual and group accountability Strength In Numbers: Collaborative Learning in Secondary Mathematics NCTM http://bit.ly/1HVuwSz

5 Key Strategies for formative assessment Clarifying and sharing learning intentions and criteria for success; Engineering effective classroom discussions, questions, and learning tasks; Providing feedback that moves learners forward; Activating students as instructional resources for one another; and Activating students as owners of their own learning. 10:00-10:30 The Big Idea of Formative Assessment and the 5 Strategies “Carousel” embedded in a coach-led discussion Lead: Scott (Thompson and Wiliam, 2008) http://bit.ly/1HVuwSz

Activating Peer Techniques My Favorite No C3B4ME Homework Help Board Two Stars and A Wish If You Learned It, Help Someone Who Hasn’t Carousel Think/Write/Pair/Share Whiteboards http://bit.ly/1HVuwSz

5. My students want to be challenged by the questions or tasks I ask them to do. http://bit.ly/1HVuwSz

5 Key Strategies for formative assessment Clarifying and sharing learning intentions and criteria for success; Engineering effective classroom discussions, questions, and learning tasks; Providing feedback that moves learners forward; Activating students as instructional resources for one another; and Activating students as owners of their own learning. 10:00-10:30 The Big Idea of Formative Assessment and the 5 Strategies “Carousel” embedded in a coach-led discussion Lead: Scott (Thompson and William, 2008) http://bit.ly/1HVuwSz

Gathering Information Question Type Description Examples Gathering Information Students recall facts, definitions, or procedures What is the formula for finding the area of a rectangle? What does the interquartile range indicate for a set of data? Probing Thinking Students explain, elaborate, or clarify their thinking, including articulating the steps in solution methods or completion of tasks. It is still not clear how you figured out that 20 was the scale factor, so can you explain it another way? Making the mathematics visible Students discuss mathematical structures and make connections among mathematical ideas and relationships What does your equation have to do with the band concert situation? Encourage reflection and justification Students reveal deeper understanding of their reasoning and actions, including making an argument for validity of their work How might you prove that 51 is a solution? How do your know that the sum of two odd numbers will always be even? http://bit.ly/1HVuwSz Principles to Action

Effective Questioning The teacher plans questions that encourage thinking and reasoning Everyone is included Students are given time to think The teacher avoids judging students’ response. Students’ responses are followed up in ways that encourage deeper thinking. http://bit.ly/1HVuwSz

Source: https://www.pinterest.com/edmund0128/science-inquiry-skills/ http://bit.ly/1HVuwSz

Resource: Rigor/Relevance Chart http://bit.ly/1HVuwSz

Whiteboards/All-Student Response Systems Wait Time ABCD Cards Popsicle Sticks Exit Tickets Whiteboards/All-Student Response Systems Wait Time Making certain to ask questions that go beyond gathering information to probing thinking and requiring explanation and justification Asking intentional questions that make the mathematics more visible and accessible for student examination and discussion Allowing sufficient wait time so that more students can formulate and offer responses. http://bit.ly/1HVuwSz

What Have We Learned Today? Motivation 2.0 does not facilitate long-term understanding We need quality tasks/activities to get our kids interested learning (resources are available to help us get this) The types of tasks we choose in our classroom will help identify the trajectory our students long-term understanding. In order for our students to be motivated they need a sense of autonomy, an opportunity to master the concept, and understand the purpose behind what is being taught. http://bit.ly/1HVuwSz

Top Five Ways MDC Has Changed the Way I Teach My students need a sense of autonomy in my classroom. My students want to master the content. My students need a purpose in my classroom. My students love to show off to each other. My students want to be challenged by the questions or tasks I ask them to do. http://bit.ly/1HVuwSz