1. Teacher Leader Endorsement Programme Modeling Exemplary Mathematics Teaching Session 7 – Formative Assessment & Mathematical Standards and Practices Facilitator: Rebeka Matthews Sousa Mathematics Specialist Teacher, Ministry of Education 1

2. Module 3 – Modeling Exemplary Teaching  Dec 16 cancelled (session online and reading)  Last sessions: Jan. 6 & 20 – time 4-6:30 pm*  All course assignments must be completed by Jan. 20 to receive certification (see checklist on next slide) Module 4 – Designing Professional Development  Confirm participation via email  Instructional Rounds in schools commencing January 7 to identify the needs for PD, IR will include Principal or Deputy and TL (schedule to be sent out next week)  Commences on Wed. Feb. 3 4-6pm 2 Course Updates

3. During this session, Teachers will:  Learn about productive beliefs surrounding equity, access and assessment  Engage in differentiated tasks  Discuss the purpose of assessment for learning  Reflect on effective teaching practices and standards for student mathematical practice Key Understandings 3

4. Read Unproductive beliefs vs Productive beliefs 4 Beliefs about access and equity in mathematics

5. Read Unproductive beliefs vs Productive beliefs 5 Beliefs about mathematics assessment

7. “A type of question or activity (task) that helps provide teachers and students with information about their factual, conceptual, and procedural understandings in mathematics. These formative assessment techniques inform teaching by allowing the teacher to continuously gather information on student thinking and learning in order to make data-informed decisions to plan for or adjust instructional activities, monitor the pas of instruction, identify misconceptions and common errors that can be barriers as well as springboards for learning, and spend more time on concepts and procedures that students struggle with.” (Keeley & Tobey, 2011) 7 Mathematics Formative Assessment Classroom Technique (FACT)

8. What do you know or think about Formative Assessments 1.Formative assessments should be simple and easy to implement. 2.You should always stick the same formative assessment technique 3.Any assessment is designed to provide a snapshot of student understandings — the more snapshots, the more complete the full picture of knowledge. 4.Formative assessment does not have to happen frequently.

9. 9 One of many examples…

10. 10

11. 11 Effective Teaching and Learning

12. 12

13. A teacher in your school is in need of support. They have asked for you to model a mathematics lesson for them, emphasizing a specific standard for mathematical practice. Select the year level and teaching practice that you wish to emphasize in your lesson plan. Identify the student standard for mathematical practice that you wish for your colleagues to provide feedback on. Create a lesson plan and prepare a 5 min presentation of your lesson. Please submit this information no later than Friday, January 15. Your colleagues will provide feedback based on a rubric. See rubricSee rubric Presentation: January 20 (5 mins max. 5-8 people) *Please provide copies of your lesson plan and any additional materials you need for your lesson. If you require copies, please email them to me no later than Monday, January 18 13 How do you model “exemplary” teaching? Model Lesson Assignment

14. Next session date: Jan. 20 4-6:30 pm Homework:  Upload your “Great” Task (Dec 31, 2015)  Schedule a lesson visit date (prior to Jan 20)  Model Lesson  Resources and assignments www.myteacherpages.com/webpages/mathscience Dates  Module 3: Jan 6, 20,  Jan. 20 Presentation of Model Lesson  If you require copies made, please email them by Jan 18  Module 4 & 5 - Feb 3, 24, Mar 2, 16, Apr *13, 20, May 4, 18, Jun 1, 15 14 What’s next?

15.  Discussed attributes of exemplary teaching in mathematics and examined effective teaching practices such as: creating problem- based and differentiated tasks, facilitating meaningful discourse, posing purposeful questions, formative assessment techniques  Created and used a standard for what teaching through problem is.  Observed teaching to gain insight on the mathematics programme in our school buildings  Shared aspects of quality teaching from our own lessons  Reflected on our own teaching practices and set individual goals 15 During this course, we have

16.  Sharing a video clip  Observing three lessons (Using standard of TTPS)  Reading: Asking Effective Questions  Lesson visit  Reflection of lesson (post discussion)  Submit “great” task (based on feedback from peers)  Model lesson plan  Model lesson presentation  Course reflection (written) If you are unsure of what you have completed, please click here: http://www.myteacherpages.com/webpages/mathscience/resources.cfm?subpage=1932686 http://www.myteacherpages.com/webpages/mathscience/resources.cfm?subpage=1932686 16 Module 3 – Modeling Exemplary Teaching Checklist of Assignments