Protocols for Mathematics Performance Tasks PD Protocol: Preparing for the Performance Task Classroom Protocol: Scaffolding Performance Tasks PD Protocol:

Protocols for Mathematics Performance Tasks

PD Protocol: Preparing for the Performance TaskClassroom Protocol: Scaffolding Performance Tasks

PD Protocol: Looking at Student Work

Sunnyside Professional Development

Focus 2; Mathematical Practices; June 2014

Professional Development Protocol:Preparing for Performance Tasks (60 to 90 minutes)

STEP 1: Independent Review (5 minutes)

Independently look at the performance task for your grade level as if you were a student seeing it for the first time.

STEP 2: Discuss (10 minutes)

Consider and discuss at your table● What will students think? Feel?● With which aspects of the task will they likely

struggle?

Professional Development Protocol:Preparing for Performance Tasks

STEP 3: Mathematical Practices (10 minutes)

Read and discuss the Common Core Standards for Mathematical Practice Standard 1.

NOTE: This step may not be necessary if the protocol is used consistently over time.

STEP 4: Solve (20 to 30 minutes depending upon complexity of the task)

Solve the performance task and discuss solutions with your colleagues. Learn from different approaches and explanations.


STEP 5: Prepare Facilitation Tools (10 minutes)▪ Prepare HINT and EXTEND YOUR THINKING cards

for use with the class during the performance task.

STEP 6: Examine Criteria for Success (20 minutes)▪ Access and study the scoring rubric with a partner. If

available, study student work samples. If a scoring rubric does not exist, work with the team to create a rubric for the task.


1 Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of aproblem and looking for entry points to its solution. They analyze givens, constraints,relationships, and goals. They make conjectures about the form and meaning of the solutionand plan a solution pathway rather than simply jumping into a solution attempt. Theyconsider analogous problems, and try special cases and simpler forms of the originalproblem in order to gain insight into its solution. They monitor and evaluate their progressand change course if necessary. Older students might, depending on the context of theproblem, transform algebraic expressions or change the viewing window on their graphingcalculator to get the information they need. Mathematically proficient students can explaincorrespondences between equations, verbal descriptions, tables, and graphs or drawdiagrams of important features and relationships, graph data, and search for regularity ortrends. Younger students might rely on using concrete objects or pictures to helpconceptualize and solve a problem. Mathematically proficient students check their answersto problems using a different method, and they continually ask themselves, “Does this makesense?” They can understand the approaches of others to solving complex problems andidentify correspondences between different approaches.



Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution.

They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt.

Professional Development Protocol:Preparing for the Performance Task


They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution.

They monitor and evaluate their progress and change course if necessary.



Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need.



Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends.



Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem.



Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this

make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Classroom Protocol - Scaffolding Performance Tasks (1 or 2 class periods)

Step 1: Scoring and Group Expectations (5 minutes)Share & discuss the scoring guide and group expectationswith students. Allow them time to understand what thescoring requirements mean and to ask questions. BeEXPLICIT about your expectations.

Step 2: Read Performance Task (2 minutes max)Share & discuss the performance task itself with students.Be careful to not give “direction” on how to solve the problemitself but to give them time to look at the task and askclarifying questions up front. BEFORE giving them their firstlook at the task, prompt them that they are NOT to beginworking the task.

Classroom Protocol - Scaffolding Performance Tasks

Step 3: Students explore the problem and determine a strategy. (3 minutes)

Students reread the performance task and discuss

● The meaning of the problem and what it is asking. ● A plan of how to approach the problem or how to start

working on the problem. This is a planning phase; students SHOULD NOT do any math yet or start working the problem.


Step 4: Group Progress Check (5 minutes)Prompt students to stop their discussion/work and do

a progress check based on the following:

● Explain what the problem means and what it is asking you to do. Answer questions as needed.

● Explain your plan on how to approach/start the problem.

*If any pair/group cannot answer these questions, suggest that theyconsider similar problems with which the class previously worked or ideas fromother groups. As much as you may want to, as much as you feel you do notknow what else to do, avoid telling them what to do/how to approach theproblem.


Step 5: Group Work Time 1 (10 minutes)

Have students continue working on the task letting themknow that they should be prepared to share their progress.

Teacher observes during this work phase, asks questions,and distributes hint cards if needed.


Step 6: Group Progress Check (5 minutes)

Select students to share their progress showcasing a variety

of approaches and explanations.

NOTE: Alternatively, this could be a SPY break whereeach group can send a spy to other groups to see whatthey are doing and get additional ideas.


Step 7: Group Work Time 2 (15 minutes)

Have groups continue working on the task letting themknow that they should be prepared to share their solution insome form (poster to share in gallery walk, presentation toanother group, written report, etc.). The teacher observesgroups during this work time and determines importantmathematics to highlight during the debrief session. Theteacher continues to observe, ask questions, and distributehint or extend your thinking cards as needed.


Step 8: Performance Task Debrief (10 minutes to a full class period depending upon format ofstudent sharing)

Have students share their solution in some form (poster toshare in gallery walk, presentation to another group,presentation to the whole group, written report, etc.).

The teacher may choose to have all groups present or maychoose to select groups to present to highlight differentstrategies, explanations, or important mathematicalconcepts.

Professional Development Protocol:3 Stack Protocol for Looking at Student Work (90 minutes)

STEP 1: INTRODUCTION AND PROCESS REVIEW (5 minutes) STEP 2: REFLECT ON THE PERFORMANCE TASK (5 minutes)Teacher(s) who worked with the performance task will comment on his/her reactions each taking a turn. S/he should address what actually occurred during the lesson (e.g., what worked, what did not work, what was changed from the plan, what could have been changed, etc.).

Professional Development Protocol:3 Stack Protocol for Looking at Student Work

STEP 3: PREPARE FOR ANALYSIS OF STUDENT WORK (5 minutes) Determine work to share (10 -20 pieces of work total for whole group – 3 to 5 from each participant).NOTE: With fewer participants each can select more pieces of student work Distribute student analysis chart and review scoring rubric.

Student Work Analysis Chart

Paper Number Evidence Based Upon Scoring Rubric/Criteria

Stack Placement (A, B or C)

Group Consensus (A, B, or C)


STEP 4: TUNING (20 minutes)Select one piece of work from your set to share. Number off participants. Each person labels their student work with their number and create corresponding labels on the student work analysis chart. Decide individually how you would analyze the first piece of student work. Record evidence on the student work analysis chart based upon criteria and into which stack you would place the work.● Stack C = evidence of meeting all criteria being met● Stack B = evidence of meeting most criteria● Stack A = evidence of meeting few of the criteria

Once each person has analyzed each piece of work individually, come to group consensus on the stack placement for each piece of student work. Record consensus on student work analysis chart.


STEP 5: FURTHER ANALYSIS OF STUDENT WORK (20 minutes) Number other pieces of student work and create corresponding labels on the student analysis sheet. Decide individually how you would analyze the other pieces of student work. Record evidence based upon criteria and into which stack you would place the work. Once each person has analyzed each piece of work individually, come to group consensus on the stack placement for each piece of student work.


STEP 6: REFLECT ON ANALYSIS OF STUDENT WORK (10 minutes) ● What does the student work indicate about the

effectiveness of the lesson?● What does the student work tell you about student

understanding of the standards?


STEP 7: REVIEW AND REVISE THE LESSON (15 minutes)● Based on the criteria and the analysis of student work,

what specific modifications should be made to the performance task?

● What might be implications for other lessons (i.e. planning, strategies, instruction, and content)?

STEP 8: PROCESS REFLECTION (5 minutes)● What are your reflections about the looking at student

work protocol?

Protocols for Performance Tasks

LATHER

RINSE

REPEAT

Documents

Protocols for Mathematics Performance Tasks PD Protocol: Preparing for the Performance Task Classroom Protocol: Scaffolding Performance Tasks PD Protocol: