1. Top Five Ways MDC Has Changed the Way I Teach
Scott Graham
HSTW Summer Conference

3. 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

4. Why was change needed?
Typical Classroom

5. What do we know about Math Education in America today?

6. 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 (National Center for Education Statistics, 2013)
Average scores for fourth and eight graders on these NAEP assessments rose 29 and 22 points, respectively, between and ( National Center of Education Statistics, 2013)

7. 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 (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)

8. Truths about Math in America Today
Average mathematics NAEP scores for 17 year olds have been essentially flat since (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.

9. 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 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)

10. 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)

11. THE TRADITIONAL LESSON
Reteach?
Intro/
Hook
Traditional
Content Delivery
Assessment
Typical Unit of Mathematics Instruction

12. 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

13. How does MDC help us with this change?

14. 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

16. New Way to Look at STEM SCIENCE TECHNOLOGY ENGINEERING MATHEMATICS
S TRATEGIES
T HAT
E NGAGE
M INDS

17. Traditional Content Delivery
THE MDC LESSON
Intro/
Hook
Traditional Content Delivery
MDC
FAL
Fine
Tune
Assessment
2/3 to 3/4

18. 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)

19. 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)

20. Where do our students (humans) get motivation?

21. 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."
Source: Daniel Pink, Drive

22. 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."

23. Motivation 2.0=Extrinsic Motivation

26. 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 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.

30. 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

31. 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

32. Motivation 3.0=Intrinsic Motivation

33. My students need a sense of autonomy in my classroom.

34. 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.

36. 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)

37. How does autonomy relate to MDC and now my classroom?
TASKS/TIME
TEAM
TECHNIQUE

38. 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

39. 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.

40. 2. My students want to master the content.

41. Mastery The desire to get better and better at something that matters

42. 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)

43. Quality Feedback?

44. 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?
Embedded Formative Assessment

45. 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

46. Ways to give feedback to students
Circling Errors
Comment-Only Marking
Find and Correct Errors
Mastery Grading
No Complete Solutions

47. 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

48. 3. My students need a purpose in my classroom.

49. 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

50. 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)

51. 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)

52. 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

53. 4. My students love to show off to each other.

54. 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

55. 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)

56. 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

57. 5. My students want to be challenged by the questions or tasks I ask them to do.

58. 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)

59. 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?
Principles to Action

60. 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.

61. Source: https://www.pinterest.com/edmund0128/science-inquiry-skills/

62. Resource: Rigor/Relevance Chart

63. 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.

64. 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.

65. 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.