1. Developing Professional Mathematics Learning Communities Formative Assessment: Focus on Re- Engagement Lessons

2. Major Objects Participants will learn strategies for effective use of formative assessment. Participants will learn how to conduct a re- engagement lesson.

3. (Foster, 2010, CBMS Forum)

4. Jig-Saw Read Read Classroom Assessment: Minute by Minute, Day by Day by Siobhan Leahy, Christine Lyon, Marnie Thompson and Dylan Wiliam o Everyone should read the Introduction through Our Work with Teachers o Group 1: Clarify and Share Intentions and Criteria o Group 2: Engineer Effective Classroom Discussion o Group 3: Provide Feedback That Moves Learners Forward o Group 4: Activate Students as Owners of Their Learning o Group 5: Activate Students as Instructional Resources for One Another o Group 6: Using Evidence of Learning to Adapt Instruction o Everybody: Supporting Teacher Change Be prepared to discuss the major points from your sections.

5. (Foster, 2010, CBMS Forum)

11. Students were asked to write a fraction to represent the pies shown below. Who do you agree with? Explain why? JuanJasmineTerry 7/3 7/9 2 1/3

12. Video What were the major elements of the lesson? What formative assessment strategies did you observe? What are the major differences between a retaught lesson and re-engagement lesson?

13. Structure of Re- engagement Lessons Although there are no formal templates for constructing re-engagement lessons, certain principles might be considered. The lesson should address the learning needs of the entire class by: o providing access into the task; o solidifying foundational math concepts; o addressing the core mathematics; o surfacing errors and misconceptions in the students’ work; o using student work examples and thinking for others to critique; o promoting higher thinking at the elaborated level of of the task.

14. (Foster, 2010, CBMS Forum)