Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Disclaimer

Leadership for the Common Core in Mathematics (CCLM^2) ProjectUniversity of Wisconsin-Milwaukee, 2013–2014

 This material was developed for the Leadership for the Common Core in Mathematics project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. You may not use this work for commercial purposes.

This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality Program. 

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Review and Focus: Formative

Assessment Strategies

Common Core Leadership in Mathematics (CCLM)

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Learning Target and Success Criteria

Learning Target:

What is the difference between an activity and a learning target?

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Review: A Balanced Assessment System

Key Issues Formative Context (FOR) Summative Context (OF)

Key decision(s)

Decision Makers

Information needed

Levels • Classroom Assessment (pg. 21)• Interim/Benchmark Assessment• Annual Testing

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Seven Strategies of Assessment for Learning

• Look over the 7 strategies of Assessment for Learning, which strategies were a focus for our Formative Assessment assignment this summer?

• In triads, share some of your take-aways from the Formative Assessment assignment.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Formative Assessment Assignment

What were your take-aways?

Lesson LearningTarget

CCSSM shorthand summary

Assessment Item

Lessons

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Take - Aways

• Learning Targets

• Assessments

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

“Students can hit any target they can see that holds still for them.”

~Rick Stiggins

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Clear learning targets shift us away from what we, as teachers, are

covering towards what our students are learning.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Classifying Targets

• Knowledge• Reasoning• Skill Targets• Product Targets

What are the characteristics that distinguish these types of learning targets?

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Knowledge Targets

• Factual information: verbs such as names, lists, identifies, recalls

• Procedural knowledge: knowing a protocol or memorizing a series of steps

• Conceptual understanding; can explain the concept clearly

E.g., Identify tenths in decimal form on a number line. Indicate the approximate location of thirds, fourths, and fifths on a number line.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Reasoning Targets

• Specify thought processes students are to apply effectively e.g., solve problems, make inferences, defend judgments.

• Ability to apply knowledge in authentic contexts

• Engage in reasoning using their knowledge

E.g., Compare fractions, decimals and mixed numbers by identifying their relative position on a number line.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Skill Targets

• Real time demonstration• Physical performance

E.g., Use a protractor to draw acute and obtuse angles.Use a compass to draw concentric circles.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Product Targets

Creation of a product

What is the intended learning?

E.g., Create a table, lab report, make a graph, scatter plots.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Formative Assessment Table

In Triads, examine and offer feedback to your partners on their learning targets.

Spend some time in your discussion on:

1. the classification of the learning target

2. the student-friendly language

3. the target as an activity or a learning

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Writing a Learning Target

Grade Level groups (Triads)

1. Read the designated lesson.

2. Individually: • choose the standard that aligns best to the lesson.• List the activities students will do.• From the activities write a learning target. Classify your

target.

3. Share and discuss your target with your triad.

4. If time, share you target with another grade level group.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

In Classroom Practice Targets Should:

• Be posted daily for students to see.• Be used throughout the lesson by students

to monitor their learning, and by teachers to guide their instruction.

Forecast: • How do you know students reached the

target?

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Teacher’s Role in Assessment FOR Learning

1. Identify the standard.

2. Deconstruct it to enabling targets.

3. Transform to student friendly version.

4. Create accurate classroom assessments.

5. Use with students to track growth.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Learning Target

What is the difference between

an activity and a learning target?