CABS Analysis.

Slides:

Advertisements

Similar presentations

[Insert faculty Banner] Consistency of Teacher Judgement

Advertisements

Depth of Knowledge in Math K-5 Math Back to School Conference

How Do You Know Students Learned What You Just Taught? Lee Ann PruskeRosann Hollinger Bernard Rahming Mathematics Teaching Specialists, Milwaukee Public.

DeAnn Huinker & Kevin McLeod University of Wisconsin-Milwaukee Designing High Quality Professional Development Knowledge, Management, & Dissemination Conference.

Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice.

CCSS Mathematics Standards What are the learning expectations? Grade K- 8 Math Content Standards Build deep understanding, not just procedural.

February Habit #1: the highly effective CD has A Vision for the Learning Process For ALL Students and for Staff.

Descriptive Feedback and Differentiation: A Natural Connection Astrid Fossum, Mathematics Teaching Specialist, Milwaukee Public Schools,

EVOLUTION OF A CONTINUUM OF MATHEMATICS LEADERSHIP

 Participants will teach Mathematics II or are responsible for the delivery of Mathematics II instruction  Participants attended Days 1, 2, and 3 of.

Presenting History Using Photostory January 2010 History Connected Teaching American History Grant Connections to Standards: Massachusetts History and.

Case Study Part I Due March 30. Hand in Grid with the second two columns filled in (word processed) –Information gathered Bullet or narrative form Can.

Which of the following items must you consider when planning instruction in your class? Place a dot next to each item. UbD IFL/POL IEP/504/UDL ESL/SIOP.

The Percent Proportion

Classroom Assessments Based On Standards (CABS) New Wisconsin Promise Conference Madison, Wisconsin January 14, 2009 Beth Schefelker, MTSMary Mooney, MTS.

Developing and Using Meaningful Math Tasks The Key to Math Common Core Take a moment to record on a sticky: What is a meaningful Math Task?

CCSS Mathematics Standards What are the learning expectations? Grade K- 8 Math Content Standards Build deep understanding, not just procedural.

Developing and Using Meaningful Math Tasks The Key to Math Common Core Take a moment to record on a sticky: What is a meaningful Math Task?

Alaska Measures of Progress (AMP) Summative Assessment Framework 1.

SATMathVideos.Net A set S consists of all multiples of 4. Which of the following sets are contained within set S? A) S2 only B) S4 only C) S2 and S4 D)

EdTPA Elementary Mathematics. The Big Picture Plan a “Learning Segment” (3-5 lessons) Consistent with the Common Core and the NCTM Standards, the learning.

Deepening Teacher Math Content Knowledge MMP Key Components of High Quality Professional Development DeAnn Huinker & Kevin McLeod University of Wisconsin-Milwaukee.

DPI Javits Grant: Expanding Excellence Initiative State Leadership Cadre March 2016.

FORMAL LESSON PLANNING WITH EDTPA AND TEAM INTEGRATION DR. LESLIE SUTERS.

Developed by the Southern Alberta Professional Development Consortium (SAPDC) as a result of a grant from Alberta Education to support implementation of.

Maths education| changes to 2010

Inquiry Maths and Mixed Attainment Classes Andrew Blair

Algebraic Reasoning Inquiry Project

Shift Happens Or does it? Leadership Summit Thursday, November 10

Are All Math Tasks Created Equally?

Formal Lesson Planning

Video Cases: Trigonometry

21st Century Skills Critical Thinking Creativity Collaboration Communication.

Are All Math Tasks Created Equally?

Principles to Actions: Establishing Goals and Tasks

Productive Mathematical Discussions: Working at the Confluence of Effective Mathematics Teaching Practices Core Mathematics Partnership Building Mathematical.

Are All Math Tasks Created Equally?

New Teacher Math Training

Math Milestones Information Constructed Response

Everything you should absolutely know when you graduate high school.

Meeting Students Where They Are…

Responding to Common Questions

Teaching to the Rigor of the CCSS in Mathematics Grades 6-HS

Shelton School District

Fundamental Theorem of Calculus

Goals, Sources of Evidence, Rubrics

Deepening Critical Thinking & Reasoning in Mathematics

Increasing Rigor to Develop Critical Thinking Skills

Productive Mathematical Discussions: Working at the Confluence of Effective Mathematics Teaching Practices Core Mathematics Partnership Building Mathematical.

5 × 7 = × 7 = 70 9 × 7 = CONNECTIONS IN 7 × TABLE

CLASS Keys™ Strands and Elements

5 × 8 = 40 4 × 8 = 32 9 × 8 = CONNECTIONS IN 8 × TABLE

4 × 6 = 24 8 × 6 = 48 7 × 6 = CONNECTIONS IN 6 × TABLE

5 × 6 = 30 2 × 6 = 12 7 × 6 = CONNECTIONS IN 6 × TABLE

Interactive, Engaging, Fun

Connecticut Core Standards for Mathematics

10 × 8 = 80 5 × 8 = 40 6 × 8 = CONNECTIONS IN 8 × TABLE MULTIPLICATION.

3 × 12 = 36 6 × 12 = 72 7 × 12 = CONNECTIONS IN 12 × TABLE

Project-Based Learning Integrating 21st Century Skills

Five pillars in teaching and learning mathematics

Alignment of curriculum, instruction and classroom assessments

Math-7 NOTES 1) 3x = 15 2) 4x = 16 Multiplication equations:

5 × 12 = × 12 = × 12 = CONNECTIONS IN 12 × TABLE MULTIPLICATION.

Connecting Representations

Standards for Mathematical Practice

TEAM-Math and AMSTI Professional Mathematics Learning Communities

5 × 9 = 45 6 × 9 = 54 7 × 9 = CONNECTIONS IN 9 × TABLE

3 × 7 = 21 6 × 7 = 42 7 × 7 = CONNECTIONS IN 7 × TABLE

Elementary Mathematics

Presentation transcript:

CABS Analysis

Why Analyze Student Work? Assessment Instruction

Why Analyze Student Work Collaboratively? Multiple Viewpoints Creative Problem Solving Continuum of Services Develop a Common Focus Consistency and Continuity

Our Procedure Complete the CABS on your own Using the Math Accessibility Framework , analyze the CABS

Our Procedure Complete the CABS on your own Using the Math Accessibility Framework , analyze the CABS Identify the key mathematics demands Connect to the Comprehensive Math Framework Identify misconceptions you anticipate students will demonstrate

Our Procedure Complete the CABS on your own Using the Math Accessibility Framework , analyze the CABS Identify the key mathematics demands Connect to the Comprehensive Math Framework Identify misconceptions you anticipate students will demonstrate Using the Math Accessibility Framework and discuss the examples of student work. What do you notice about the student work? What do the students understand? What are their misconceptions? What should be the focus of future instruction?