1. Welcome! SVMI FOLLOW UP DAYS Oakland Tilden – October 22, 2013 Tracy Lewis, Priscilla Solberg, Tracy Sola, & Jeff Trubey

2. TASKS, TOOLS, & TALK FOR INQUIRY AND RE-ENGAGEMENT

3. 2013-2014© SVMI TASKS, TOOLS, TALK3 SMPs & SBAC LESSONS VS UNITS DISCOURSE QUESTIONS RE-ENGAGEMENT TASKS, TOOLS, TALK FORMATIVE ASSESSMENT

4. Goals for the Follow Up Days deepen our mathematics Content Knowledge refine our Pedagogical Content Knowledge plan for continuous improvement (day by day, minute by minute) understand better the different SVMI tools (i.e., POM, FAL, Math Talk, MARS tasks, re-engagement lessons) 2013-2014© SVMI TASKS, TOOLS, TALK4

5. Goals for the Follow Up Days understand the different kinds of lessons (e.g., conceptual understanding, problem solving, procedural fluency, re- engagement, etc.) understand the difference between lessons and units understand the value of Learning groups 2013-2014© SVMI TASKS, TOOLS, TALK5

6. TODAY’S SESSIONS: INTRO TO SVMI OR FORMATIVE ASSESSMENT DO MATH ANALYZE STUDENT WORK REFLECT SHARE PRACTICE FAL FRL 2013-2014© SVMI TASKS, TOOLS, TALK6

7. Enjoy your day! SVMI FOLLOW UP DAYS

8. Formative Assessment SVMI FOLLOW UP DAYS

9. IN THIS SESSION: Why?/ResearchWhat is it? Inside The Black Box Formative Assessment Cycle 2013-2014© SVMI TASKS, TOOLS, TALK9

10. Looking at student work 2013-2014© SVMI TASKS, TOOLS, TALK10 Why? The process of studying student work is a meaningful and challenging way to be data-driven, to reflect critically on our instructional practices, and to identify the research we might study to help us think more deeply and carefully about the challenges our students provide us. Rich, complex work samples show us how students are thinking, the fullness of their factual knowledge, the connections they are making. Talking about them together in an accountable way helps us to learn how to adjust instruction to meet the needs of our students. Annenberg Institute of School Reform

11. Formative Assessment and Student Work to Inform Instruction 2013-2014© SVMI TASKS, TOOLS, TALK11 Research Assessing Student Outcomes; Marzano, Pickering, McTighe Inside the Black Box; Black, Wiliams Understanding by Design; Wiggins, McTighe Results Now; Schmoker Professional Learning Communities at Work; Dufour, Eaker Accountability for Learning; Reeves Math Talk Learning Community; Fuson, et al Normalizing Problems of Practice; Little, Horn Change the Terms for Teacher Learning; Fullan Working toward a continuum of professional development; Loucks-Horsley, et al.

12. What is Formative Assessment? Take a couple of minutes to think about this. Talk in your table groups. 2013-2014© SVMI TASKS, TOOLS, TALK12

13. Assessment SummativeFormative Benchmarks/I nterim Performance Assessment Formative meaning during instruction to inform instruction Tests Quizzes Assignments To inform instruction Assessments to Rank, Certify, or Grade. High-Stakes Tests State Tests HS Exit Exams SAT, ACT Norm-Reference Final Exams Unit/Chapter Tests Benchmark Tests Semester/Quarter Tests Computer-based exams What is it? Students comments, explanations, questions and/or work in class

14. Administer Tasks Examine Student Work Inform Teacher Knowledge Inform Instruction Formative Assessment Cycle What is it?

15. The Results from an Assessment What is it? XX X X X X X X X X X X X X X X X X X X X X X X X X X 023456789101 Students’ performances are across the continuum

16. Traditionally Teachers Choose One of Three Options Go back and re-teach the topic with the entire class. Identify the students needing remediation and find some time/opportunity to re-teach the topic while the rest of the class continues on. Feeling the pressure of the over packed curriculum the teacher ventures on to the next topic.

17. Inside the Black Box by Paul Black and Dylan Wiliam, Phi Delta Kappan, copyright 1998 http://blog.discoveryeducation.com/assessment/ files/2009/02/blackbox_article.pdf Follow up research: Working Inside the Black Box

18. Inside the Black Box Read the article In groups, share the big ideas Respond to the prompts on the posters. Does improving Formative Assessment raise standards? Is there room for improvement? How can we improve Formative Assessment? What are student responsibilities in the Formative Assessment process? What next steps can be taken to implement Formative Assessments in the classroom? 2013-2014© SVMI TASKS, TOOLS, TALK18

19. Students and teachers Using evidence of learning To adapt teaching and learning To meet immediate learning needs Minute-to-minute and day to day Dylan Wiliam, University of London Formative Assessment is:

20. Administer Tasks Examine Student Work Inform Teacher Knowledge Inform Instruction Short Formative Assessment Cycle Students engage in a worthwhile task or address a probing question. Teacher listens to student responses or observe student to student conversations or analyzes the student’s work. Teacher draws upon vast knowledge of content and pedagogy, uses that with learning goals of the lesson, and creates a plan in real time. Provides feedback (probing question, comment, suggestion) or provides an additional learning experience that is tailored directly to the students’ learning needs.

21. STRATEGIES OF FORMATIVE ASSESSMENT Clarifying, Sharing and Understanding Learning Intentions and Success Criteria Eliciting Evidence of Learners’ Achievement Providing Feedback That Moves Learning Forward Activating Students as Instructional Resources for One Another Activating Students as owners of their own learning.

22. Re-Engagement Lessons Using Performance Assessment for Formative Purposes Developing Teacher Content Knowledge MARS Assessment Tasks Tools for Teachers

23. Administer Tasks Examine Student Work Inform Teacher Knowledge Inform Instruction Formative Assessment Cycle MARS Tasks Tools for Teachers and PD Materials Re-engagement Lessons Common Core Standards Scoring and Student Works Protocols

24. Quick Write & Share Write down one current way you use formative assessment in your class. Write down one new technique you will try in the next few weeks. Share with a partner or small group. 2013-2014© SVMI TASKS, TOOLS, TALK24

25. Problem of the Month SVMI FOLLOW UP DAYS

26. IN THIS SESSION: Got Your Number Posters/ Gallery Walk Analyze Student Work Resources 2013-2014© SVMI TASKS, TOOLS, TALK26

28. Got Your Number Read all levels to see how the mathematics is connected. Start with Level A and work through the levels. Find a partner who is interested in the same level to make a poster. Decide whether it will be a status or explanation poster. Make sure your thinking is clearly shown and supported. 2013-2014© SVMI TASKS, TOOLS, TALK28

29. Creating a Poster Your concluding thoughts on an explanation poster for a level you feel you have completed OR Your current thoughts on a status poster for a level you are still exploring.

30. Explanation Poster: The focus of your poster should be on how your findings can be justified mathematically and how your findings make sense. Include words and visuals (such as drawings) as a part of your justification. Status Poster: The focus of your poster should be on your processes so far and where you think you want to go next and/or questions/wonderings you have about this level. Include words and visuals as a part of your justification. *Remember to justify or explain your processes you have used so far and why they make mathematical sense as clearly as you can.

31. Gallery Walk Each group will display their poster. Each group selects a group member to be the docent to answer questions or provide clarifications/explanations. The other group members examines, explores, reviews the other groups’ posters. There will be time for your group to re- assemble and discuss the information shared in the groups’ posters. Please mind gallery walk norms and be respectful of the work and information shared.

32. 32 NORMS FOR A GALLERY WALK All discussion and conversation in a gallery walk is: About what each of us can learn from each other Respectful of ALL work The FOCUS of a gallery walk is on the MATHEMATICS of the problem: What is the mathematics of the poster Was the thought process the same as yours? If no, what is different? Is the representation the same as yours? If no, what is different? What questions might you pose to the “author[s]” to clarify your own understanding of the mathematics presented? What mathematics contributes to your own understanding? What did you find mathematically interesting? What did you find mathematically challenging? What mathematics presented would you like to engage in?

33. Quick Write What would you like to remember about this POM…. In terms of what mathematics you are interested in further exploring for your own learning. In terms of what you should be considering when using this POM with students.

34. “Mathematics is not a careful march down a well- cleared highway, but a journey into a strange wilderness, where the explorers often get lost.” Fermat’s Enigma, p. 71

35. Got Your Number 2013-2014© SVMI TASKS, TOOLS, TALK35 Looking at student work What are the different representations that students used? What makes a convincing argument? Choose the one that you think is most convincing. What are the characteristics that made you choose this one? How can we model/prepare our students for better representation/justification?

36. Analyzing Student Work Goal: to look deeply at student work and determine what feedback might help move student thinking deeper. Think of a question you could ask about the student’s process, justification, mathematics. Make a specific comment that will lead to reengagement or rethinking on the student’s part. 2013-2014© SVMI TASKS, TOOLS, TALK36

37. Inside Mathematics Website http://www.insidemathematics.org Silicon Valley Mathematics Initiative http://www.svmimac.org Mathematics Assessment Project UC Berkeley & Shell Centre for Mathematical Education http://map.mathshell.org/materials/lessons.php

38. Reflect Share Practice

39. Reflection Take five minutes to write and reflect on your math talk experiences with your class. Be prepared to share successes and difficulties. With colleagues, brainstorm how you can assure your conversation will be equitable. Utilize the remaining time to share and explore what you have learned today: mathematical ideas in the POM important ideas around formative assessment. End your reflection time with five minutes to write about or share what questions remain for you. 2013-2014© SVMI TASKS, TOOLS, TALK39

40. Celebrating Problem Solving School Wide Use of POM’s

41. SVMI’s Resources and Programs Professional Development Summer Institutes and Math Workshops throughout the school year. Problems of the Month School-wide Problem Solving School Team Mini - Grants Lesson Study Project Math Coaching Math Network Meetings and Workshops for Coaches and Principals Performance Assessments Promoting Classroom Discourse and Conceptual Understanding Math Talks

42. 2013-2014© SVMI TASKS, TOOLS, TALK42 F A L / FRL Formative Assessment or Formative Re-engagement Lessons

44. 2013-2014© SVMI TASKS, TOOLS, TALK44 F A L / FRL Representing Fractions on a Number Line ____________________________________ 0 1 ½