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SREB, MDC, FALs, LMNOP…
Coaching Implications
Collaborative Work
NCDPI DSTMath Instructional Coaches
August 25, 2014
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SREB 101:
What is the SREB?
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Who They Are…
SREB is a nonprofit, nonpartisan organization headquartered in Atlanta. Member states are Alabama, Arkansas, Delaware, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, North Carolina, Oklahoma, South Carolina, Tennessee, Texas, Virginia and West Virginia.
SREB’s work is funded by member appropriations and by grants and contracts from foundations and local, state and federal agencies.
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What They Do…
SREB helps states focus on what works in both policy and practice. We work hand in hand with policy-makers such as state legislators and education agency officials as they implement policies to improve student achievement, raise high school graduation rates and boost college completion.
SREB brings together member states to forge consensus and work together on initiatives that would not be possible alone.
SREB also works directly with public schools and educators to improve classroom teaching and learning, career/technical education, online education and school leadership.
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MDC 101:
What is the Mathematics Design
Collaborative?
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MDC is…
A framework for teachers as a way to build lessons that engage students to learn the why as well as the how by developing their math reasoning and problem-solving skills. Students struggle productively and learn more; in essence, teaching is shifted so that students take ownership of their learning and perform at higher levels.
Good Math Instruction
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Assessment for Learning
Assessment of Learning
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The BIG IDEA of Formative Assessment
Students and teachers
using evidence of learning
to adapt teaching and learning
to meet immediate learning needs
minute-to-minute and day-by-day
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NCCTM Assessment Research Brief
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The 5 Strategies of Assessment for Learning
(Formative Assessment)
1. Clarifying and sharing learning intentions and criteria for success
2. Engineering effective discussions, questions and learning tasks that elicit evidence of learning
3. Providing feedback that moves learners forward
4. Activating students as the owners of their own learning
5. Activating students as instructional resources for one another
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The five key ingredients are designed to ensure that students are engaged in a productive struggle with mathematics rather than on the receiving end of a
lecture.
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SREB, MDC, FALs, LMNOP…
Coaching Implications
Collaborative Work
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The Traditional Lesson Line
Typical Unit of Mathematics Instruction
Intro/Hook
Content Delivery Assessment
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The Traditional Lesson Line
Typical Unit of Mathematics Instruction
Intro/Hook
Content Delivery Assessment
Rete
ach
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The MDC Lesson Line
Unit of Mathematics Instruction Utilizing a FAL
Intro/Hook
Content Delivery
Assessment
MDCFAL
FineTune
The project is working to design and develop well-engineered assessment tools to support US
schools in implementing the Common Core State Standards for Mathematics.
The project is a collaboration between the Shell Center team at the University of Nottingham and the University of California, Berkeley with the support of the Bill & Melinda
Gates Foundation.
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The MDC Lesson Line
Intro/Hook
Content Delivery
Assessment
MDCFAL
FineTune
2/3 to 3/4
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Structure of Formative Assessment Lessons (Concept Development)
Pre-Lesson Assessment Write feedback questions based on
student work Collaborative activity based on skills
and concepts Students answer teacher-developed
feedback questions and improve original solutions to pre-lesson assessment task
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First Step:Pre-Lesson Assessment
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I want you to spend 10 minutes working individually on this task.
Don’t worry too much if you can’t understand or do everything. Do your best.
There will be a lesson (tomorrow) that will help you have a better understanding of the material.
You will have a chance to revise this assignment and earn a perfect paper.
Pre-Lesson AssessmentInstructions
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Look for the OMG’s
Obstacles
Misconceptions
Gaps
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What OMG’s could you expect to arise from this pre-lesson
assessment?
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Second Step:Feedback Questions
Written by teacher following analysis of pre-lesson assessment task. Summarize their difficulties as a series of questions
Moves the learner forward
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What questions would you anticipate coaching teachers in
writing for this lesson?
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Partnering Based on the pre-
lesson assessment, you will pair your students.
Your student pairs should be of similar proficiency on the pre-lesson assessment.
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Post-It Notes
HelpfulHint
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Project names on screen as students enter the
room
HelpfulHint
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Third Step:Whole Class Discussion To
Begin Lesson
If your students have a daily warm-up activity, do not abandon the routine on the collaborative activity day.
Incorporate part of the whole class discussion into your warm-up.
HelpfulHint
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Read your FALWhere do you anticipate students having success?
Difficulty?
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Green on Top:We are working well and making progress. Please help others.
Yellow on Top:We are still working but we have some questions. Please check with us when you can.
Red on Top:We are completely stalled on our work. Please help us ASAP.
HelpfulHint
Fourth Step:Collaborative Lesson
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Lifeline Tickets
Ask the teacher a question
Ask the teacher if
something is correct
Ask another group a question
HelpfulHint
Fourth Step:Collaborative Lesson
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Fifth Step:Return to Pre-Assessment
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The MDC Lesson Line
Intro/Hook
Content Delivery
Assessment
MDCFAL
FineTune
2/3 to 3/4
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If this FAL is 2/3 to 3/4 through the unit, what learning
activities would take place before? What do you
anticipate fine-tuning before the end of unit assessment?
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How can the MDC framework assist you in your coaching
responsibilities?
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SREB, MDC, FALs, LMNOP…
Coaching Implications
Collaborative Work
http://map.mathshell.org/materials/mdc/index.php