Module 3Module 3
January, 2009January, 2009
Sponsored bySponsored by
The Kentucky Department of The Kentucky Department of EducationEducation
AndAnd
The University of Kentucky (PIMSER)The University of Kentucky (PIMSER)
Advance OrganizerAdvance OrganizerWhat do teachers need to know in order to make sense of student misconceptions?
How are a teacher’s pedagogical moves impacted by content, by students’ ideas about the math, and by his/her long-term agenda?
How can we support teachers in establishing clear learning targets? Why are these targets important in the teaching/learning process?
5% of 40?5% of 40?
Turn-Over CardsTurn-Over Cards
Start 5 x 2
CLEAR TARGETS
Classroom Assessment for
Student Learning
Chapter 3
Clear statements of the intended learning benefits, in student-friendly language.
“I Can…” Statements
CLEAR LEARNING TARGETS…
Deconstructing the Standards…
…sometimes referred to as “unpacking” the standards.
Kinds of Achievement
Targets•KNOWLEDGE
•SKILLS
•REASONING
•PRODUCTS
•Acquire Positive AFFECT**Affect targets are not strictly speaking achievement targets. Rather, they are targets that describe feelings, attitudes, and dispositions
KNOWLEDGESKILLS and REASONING
PRODUCTS
FACTS MASTERY OF SPECIFIC SKILLS
CREATING
VOCABULARY USING KNOWLEDGE
DESIGNING
SIMPLE PROCESS
APPLICATION BUILDING
RETRIEVE from RESOURCES
PROBLEM SOLVING
“Flat Out Know” “Use…”
REASONING…
•Analytical or comparative reasoning
•Synthesizing
•Classifying
•Inductive and deductive reasoning
•Critical/evaluative thinking
SKILLS
•Using a calculator
•Checking the solution of an equation
•Working effectively on a team
•Simplifying a fraction
PRODUCTS•Writing samples
•Term projects
•Artistic products
•Research reports
•Shop projects
•Science exhibits
Acquire Positive Affect
Positive self-concept
Desire to learn/read/think critically
Positive attitude toward school
Good citizenship
Respect toward self and others
Flexibility
Perseverance!!!!!!!
EXAMPLES in MATHEMATICS
KNOWLEDGE
Recognize a pattern
REASONINGDetermine the rule for a
pattern
SKILLMatch a t-table with
the corresponding graph
PRODUCTConstruct a graph
DISPOSITIONLikes mathematics
Practice Example:
Refer to the Program of Studies
Primary
Geometry
Big Idea: GeometryStudents explore and find basic geometric elements and terms, two-dimensional shapes and three-dimensional objects. They find and use symmetry. They move two-dimensional figures in a plane and explore congruent and similar figures.Academic Expectation2.8 Students understand various mathematical procedures and use them appropriately and accurately.2.9 Students understand space and dimensionality concepts and use them appropriately and accurately.
Program of Studies: Understandings
Program of Studies: Skills and Concepts
Related Core Content for Assessment
MA-P-G-U-1Students will understand that
characteristics and properties of two-dimensional figures and three-dimensional objects describe the world and are used to develop mathematical arguments about geometric relationships and to evaluate the arguments of others.
MA-P-G-S-SR1Students will identify, describe, model, draw, compare and classify two-dimensional figures and three-dimensional objects using elements, attributes and properties.
MA-P-G-S-SR2Students will explore the relationships among two-dimensional figures and three-dimensional objects (e.g., using virtual manipulatives).
MA-EP-3.1.1Students will describe and provideexamples of basic geometric elements andterms (sides, edges, faces, bases, vertices,angles) and will apply these elements tosolve real-world and mathematicalproblems.
DOK 2MA-EP-3.1.2Students will describe and provideexamples of basic two-dimensional shapes(circles, triangles, squares, rectangles,trapezoids, rhombuses, hexagons) and willapply these shapes to solve real-world andmathematical problems.
DOK 2MA-EP-3.1.3Students will describe and provideexamples of basic three-dimensionalobjects (spheres, cones, cylinders,pyramids, cubes) and will apply theattributes to solve real-world andmathematical problems.
DOK 1
Knowledge Reasoning and Skills Products
Geometry Grade: _________
Understanding: Students explore and find basic geometric elements and terms, two-dimensional shapes and three-dimensional objects. They find and use symmetry. They move two-dimensional figures in a plane and explore congruent and similar figures.move two-dimensional figures in a plane and explore congruent and similar figures.
Standard:Standard: MA-P-G-S-SR1 -MA-P-G-S-SR1 - Students will identify, describe, model, draw, Students will identify, describe, model, draw, compare and classify two-dimensional figures and three-dimensional objects compare and classify two-dimensional figures and three-dimensional objects using elements, attributes and properties.using elements, attributes and properties.
“ I Can….” Sample Statements
_____ 1. I can
_____ 2. I can
_____ 3. I can
_____4. I can
Developing Algebraic Thinking
Lessons and Activities
Assignment:
CASL – Chapter 4
Lenses – Reading #4
Next Steps:
• Pick an idea that came up today that you found particularly interesting. What is your current thinking about this idea?
•Where is your school now with regard to this idea?
•What are one or two things that you, as an instructional leader, will go back and pursue to move yourself and/or your school along with this idea?
Bridging to Practice