Math Leadership Support Network ’09-’10 Mathematics Leadership Support Network Presentation Provided Jointly by the P-12 Math and Science Outreach Division.

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Presentation transcript:

Math Leadership Support Network ’09-’10 Mathematics Leadership Support Network Presentation Provided Jointly by the P-12 Math and Science Outreach Division of PIMSER and the Kentucky Department of Education Please begin playing the game on your table (Cousin Uno) as you enjoy your breakfast. We will begin at 9:01.

Math Leadership Support Network 2009-’10 2 Feedback/Reflection on Game  Cousin Uno

Math Leadership Support Network ’09-’10 Learner Goals for Today 1. I can define formative assessment. 2. I can define summative assessment. 3. I can give examples and non-examples of formative and summative assessments. 4. I can give at least two characteristics or key components of formative assessment that research says leads to greater student learning.

Math Leadership Support Network ’09-’10 High Quality Instruction In October, facilitators modeled aspects of: Learning climate Clear learning targets Differentiation We will continue to focus on these important aspects of High Quality Teaching and Learning this month.

Math Leadership Support Network 2009-’10 5 Guess My Word

Math Leadership Support Network 2009-’10 6 Toilet Paper Percents

Math Leadership Support Network 2009-’10 10% Percent Problems 10% Frames

Math Leadership Support Network 2009-’10 8 Everyone Needs a Break

Math Leadership Support Network 2009-’10 High Quality Teaching and Learning— Section 2 Classroom Assessment and Reflection Part I Teacher Self-Assessment

Math Leadership Support Network 2009-’10 Formative Assessment vs Summative Assessment Now that we have defined both formative and summative assessment and we can give examples of both, here are some questions for your consideration: Identify which assessments and their uses are present in your school/district. 1. Are formative and summative uses in balance? 2. If not, what is one modification might you recommend? 3. With whom might you share your recommendation? 4. What rationale might you give for your recommendation?

Math Leadership Support Network 2009-’10 High Quality Teaching and Learning— Section 2 Classroom Assessment and Reflection Part II Video and Video Viewing Companion

Math Leadership Support Network 2009-’10 12

Math Leadership Support Network 2009-’10 The Grizzly Gazette

Math Leadership Support Network 2009-’10 14 Grade Level Break-Out Groups

Math Leadership Support Network 2009-’10 15 Feedback/Reflection on Grade Level Break-outs

Math Leadership Support Network 2009-’10 16 Reflection Time What did we do? Cousin Uno Toilet Paper and % Frames (Whole Group) Formative and Summative Assessment Grade Level Break- outs What did we learn?

Math Leadership Support Network 2009-’10 17 Reflection on Elements of High Quality Teaching and Learning Intentional Elements of Instruction Today Learning Climate Clear Learning Goals Differentiation What did we learn today?

Math Leadership Support Network 2009-’10 18 Wrapping it Up  Evaluation/Sounding Board  Homework assignment from the Seven Strategies of Assessment for Learning (handout)— Chapter 2  Please return your name tags to the meeting box  See you in January!!