Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” GACIS MDC Training – Introduction Mathematics Design Collaborative Vicki D. Mixon Math Trainer, GADOE

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” MDC Mathematics Design Collaborative Shell Center – Silicon Valley Mathematics Initiative – MARS – MAP – Gates Strategies and Tools to assist teachers as they implement CCSS Formative Assessment Lessons (a.k.a. Classroom Challenges)

Communicating Making connections Justifying Explaining Critiquing the reasoning of others Attending to precision Modeling with mathematics Sounds like literacy to me. Do you agree?

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Formative Assessment … all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. Such assessment becomes ‘formative assessment’ when the evidence is actually used to adapt the teaching work to meet the needs. (Black & Wiliam, 1998)

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” In Prospective When the chef tastes the sauce it is formative assessment; when the customer tastes it, it is summative. (Anon)

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Essential Questions How can problems be used to assess performance? How can this assessment be used to promote learning? What kinds of feedback are most helpful for students and which are unhelpful? How can students become engaged in the assessment process?

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Formative Assessment Lessons  A pre-lesson assessment is given to diagnose misconceptions.  A post-lesson assessment will help teachers adapt instruction.  Throughout the lesson the teacher will be using a variety of formative assessment techniques  Teachers develop feedback questions based upon evidence.  Each lesson has a whole class introduction  A collaborative activity  And a plenary or closing whole class discussion  All necessary teacher resources all provided

CCGPS Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them 6. Attend to precision 2.Reason abstractly and quantitatively 3.Construct viable arguments and critique the reasoning of others 4.Model with mathematics 5.Use appropriate tools strategically 7.Look for and make use of structure 8.Look for and express regularity in repeated reasoning Overarching habits of mind of a productive mathematical thinker Reasoning and explaining Modeling and using tools Seeing structure and generalizing The Standards for Mathematical Practice represent the habits and attitudes of mathematical thinkers and are integral to the superstructure of CCGPS mathematics. The practice standards define the way knowledge comes together and gets used by students. Administrators are encouraged to focus on the practice standards when evaluating the teaching and learning process. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 27, 2012

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Just a bit more... In this respect, those content standards which set an expectation of understanding are potential “points of intersection” between the Standards for Mathematical Content and the Standards for Mathematical Practice. These points of intersection are intended to be weighted toward central and generative concepts in the school mathematics curriculum that most merit the time, resources, innovative energies, and focus necessary to qualitatively improve the curriculum, instruction, assessment, professional development, and student achievement in mathematics.

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” What you need to know Lessons are created by the experts Aligned to Common Core Placed in our Georgia frameworks Prepare students for performance-based assessments Training and collaboration is important Training includes how to analyze student growth to adapt instruction

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” More specifically Short, 2-3 question assessment Designed to uncover misconceptions To be analyzed but not graded Requires students to use the LOTS as they justify and explain Helps teachers pinpoint the necessary focus for future instruction Encourages students to become independent learners/thinkers (feedback questions )

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Agenda - Thursday Morning –Introduction –Formative Assessment Lesson (OKRESA) Lines and Linear Equations Afternoon –Concept Development vs. Problem Solving Parallel & Perpendicular Lines Having Kittens –Improving Learning Through Questioning

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Agenda - Friday Morning –Students Working Collaboratively –Strategies & Tools –Website resources Website: Afternoon –Inspect What You Expect –Next Steps & Closing

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Closing Review Research & Evidence Handout – Next Steps

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Lessons Learned Collaboration is key –Preparation –Planning –Developing feedback questions –Reflection –Analyzing student growth Feedback questions based upon evidence Analysis of student growth is imperative

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Teacher Name:Knox Subject:Math 2 Formative Assessment Lesson: Forming Quadratics Total Number of Students:10 Total Percentage Pre-Test80%60%80%90% Post-Test10%0%10%60% Total Count Pre-Test8689 Post-Test1016 Student Misconceptions Student Identifying y-int. given standard form Identifying zeros given factored form Identifying the vertex given vertex form Writing an equation given a coordinate 1 Pre-Test x Post-Test x 2 Pre-Testxxxx Post-Test x

Make the Expectation Clear: “Non-Optional” Formative Assessments Observe the Lessons Ask for Student Work Samples Ask to see Analysis of Student Errors

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Take-Aways Questioning Techniques Open-ended assessments Collaboration Student dialogue and engagement Address misconception

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” In Review Essential Questions How can problems be used to assess performance? How can this assessment be used to promote learning? What kinds of feedback are most helpful for students and which are unhelpful? How can students become engaged in the assessment process? Answers Short, 2-3 question assessment Designed to uncover misconceptions Requires students to use the LOTS as they justify and explain; collaborative activity Helps teachers pinpoint what they need to focus on Specific; question form. To be analyzed but not graded Encourages students to become independent learners/thinkers

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians”

Formative Assessment is Shown to be more successful than direct instruction alone.

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Formative assessment is like a biopsy. You use it to diagnose and treat the problem. Summative assessment is like an autopsy. By the time this occurs it is too late to provide treatment.

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Who to contact RESA –Most have received training and have been involved in classroom observations/feedback –GaDOE is supporting this endeavor –Some schools have requested their RESA to begin now! Other schools who have had MDC training and have successfully scaled it system-wide Vicki Mixon;