1. Math Design Collaborative Overview Amy Lewis and Tiffany Schroyer

2. What is MDC? MDC provides teachers with Formative Assessment Lessons (FALS) to engage students in a productive struggle that builds fluency with their procedural skills, and deepens mathematical reasoning and understanding. MDC provides resources, strategies, and professional development to assist teachers ASSESS FOR LEARNING.

3. The MDC project is not designed as an additional program, but rather a process to enhance CC standards-based instruction. ●Achieves a balance among concepts, skills, and problem solving. ●Stresses rigorous concept development, presents realistic and relevant tasks, and keeps a strong emphasis on computational skills.

4. 4 Also Built in are Standards for Mathematical Practice 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning.

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6. Video: What is MDC?

7. What are “FALs”? Formative Assessment LESSONS Well-engineered to uncover misconceptions Complete Teacher resources Scripted Aligned to CCSS and PA Core 3/28/20117

8. Problem- Solving Concept- Development Think Cluster Think Standard 8 Two Types of FALs

9. Concept Development Lessons are meant to first reveal students’ prior knowledge, then develop students’ understanding of important mathematical ideas, connecting concepts to other mathematical knowledge. Problem Solving Lessons are meant to assess, then develop, students’ ability to apply their mathematical knowledge and reasoning in flexibly ways to non-routine, unstructured problems – within mathematics and with real world applications.

10. Teach ------ approximately 2/3 of unit FAL Teach ------ remaining 1/3 with modifications of instruction to clear up identified misconceptions The Process – CD Lesson

11. START: Pre-Assessment Analyze student work-create questions-group students Whole Class Instruction Collaborative Activity Whole Class Discussion Post Assessment Analyze student work for growth Concept Development Lesson

12. What does a Concept Development Lesson look like?

13. Problem Solving Lesson

14. Within the context of your unit… START: Pre-lesson assessment Analyze student work- create questions-group students heterogeneously Collaborative activityWhole class discussion Analyze sample student responses Administer the student reflection sheet (homework) Analyze growth across the pre-lesson assessment and the student reflection sheet Use data to modify subsequent instruction Problem Solving Lesson

15. Benefits of Problem Solving Lessons Students are sharing ideas, communicating/explaining methods Exposed to multiple approaches Exposed to unique, non-routine problems Required to analyze students’ work Required to diagnose others’ errors and misconceptions Required to make decisions about best method

16. Evaluating Student Sample Responses 1.Imagine you are the teacher and have to assess the student work. 2.Work through a students’ solution. Write your answers on your mini-whiteboards. 3.Explain your answer to the rest of the group. 4.Listen carefully to explanations. – Ask questions if you don't understand. 5.Once everyone is satisfied with the explanations, write the answers below the student’s solution. ─Make sure the student who writes the answers is not the student who explained them. 6.Work through each response using this protocol P-16

17. Ann’s method P-17

18. Problem Solving Lesson Summary Problem Solving Lessons are meant to assess, then develop students’ capacity to apply their mathematical thinking flexibly to non-routine, unstructured problems – within mathematics and with real world applications.

19. Formative Assessment Lesson Resources (map.mathshell.org)map.mathshell.org 19 Explore  Lessons, Tasks, Professional Development

20. MAP Website OrganizationWebsite Search by Grade Organized by Problem Solving or Concept Development Tabs for Lessons and Tasks

21. Fostering higher order thinking Use quality question stems Utilize individual white boards Nontraditional seating options Make a variety of tools and manipulatives easily accessible – Various types of paper – Various types of writing utensils – Math tools – Manipulatives

22. How can you get your staff trained in MDC? Regional training on February 10 th and April 14 th at the Center for Professional Development Onsite training through the Request for Services on the Intermediate Unit 1 website

23. Amy Lewis amy.lewis@iu1.org (724) 550-5129 Tiffany Schroyer tiffany.schroyer@iu1.org (724) 938-7396 x711 Intermediate Unit 1 Math Contacts: