Performance Tasks and Rubrics Math Staff Development Godwin

Performance Tasks and Rubrics Math Staff Development Godwin High School 10/14/13

Math Staff Development - FOCUS 2010 • Math Life! – Making sense of SOL changes • Engagement – Rigor and Relevance – Real world problems 2011 2012 • Upgrade! – Process Standards – Knowledge, Instruction, Assessments 2013 • Performance Tasks and Rubrics – Teacher Evaluation Skills problem – Communication process standard

Today’s Objectives Provide teachers with professional development focused on using formative assessment resources (performance tasks) to inform instruction. • Experience a performance task as a student. • Analyze a performance task and identify student misconceptions and common misunderstandings. • Anticipate strategies that students might use to solve the task. • Develop rubric for scoring. • Examine and score student work using a rubric.

Formative Assessment • ‘Assessment FOR learning’ • Checking in on understanding and on the formation of learning • Diagnostic in nature – should lead to changes in instruction • Class tasks, homework, quizzes, benchmark tests • Includes a lot of student feedback Purposes of assessment • • Checking for student understanding, growth, and progress Determining common misunderstandings Determining common errors Informing instructional and assessment decisions (currently and in the future)

Performance Task • Definition: An assessment that requires students to synthesize content in a problem-solving setting that encourages communication, reasoning, critical thinking, connections, and use of varied representations. • This does not have to be a 90 -minute activity!

Teacher Evaluation Review A lot of good teacher feedback from last year. Focus – Communication process standard. Skills question given in October and April for data collection. Administer skills question within each instructional unit (test, SOL, etc. ) throughout the year – NOT for data collection. • Work through these with your students and train them. • Keep sample student artifacts as evidence of administration. • •

Math Website Overhaul • Focus on increased rigor • Real world problems – Mathalicious, Dan Meyer 3 -act tasks, performance tasks • Skill problems – JMU Pivotal Items, Mathematics Assessment Project, HCPS Skills problems • Student-centered Activities – VDOE, Explore. Learning, Videos, Teacher-created instructional materials • Vertical Articulation • Curriculum Guides • Shout outs

Observational Focus • • • What is the teacher doing? What are the students doing? Who is asking the questions? Who is answering the questions? What are the levels of the questions (Bloom’s)?

The Art of Questioning in Mathematics From the NCTM Professional Teaching Standards HELP STUDENTS WORK TOGETHER TO MAKE SENSE OF MATH • “What do others think about what ______ said? ” • “Do you agree? Disagree? Why or why not? ” • “Does anyone have the same answer but a different way to explain it? ” • “Would you ask the rest of the class that question? ” • “Do you understand what they are saying? ” • “Can you convince the rest of us that makes sense? ”

The Art of Questioning in Mathematics From the NCTM Professional Teaching Standards HELP STUDENTS TO RELY MORE ON THEMSELVES TO DETERMINE WHETHER SOMETHING IS MATHEMATICALLY CORRECT • • • “Why do you think that? ” “Why is that true? ” “How did you reach that conclusion? ” “Does that make sense? ” “Can you make a model and show that? ”

The Art of Questioning in Mathematics From the NCTM Professional Teaching Standards HELP STUDENTS TO LEARN TO REASON MATHEMATICALLY • • • “Does that always work? Why or why not? ” “Is that true for all cases? Explain? ” “Can you think of a counter example? ” “How could you prove that? ” “What assumptions are you making? ”

The Art of Questioning in Mathematics From the NCTM Professional Teaching Standards HELP STUDENTS LEARN TO ANALYZE, INVENT, AND SOLVE PROBLEMS • • “What would happen if ______? What if not? ” “Do you see a pattern? Explain? ” “What are some possibilities here? ” “Can you predict the next one? What about the last one? ” “How did you think about the problem? ” “What decision do you think he/she should make? ” “What is alike and what is different about your method of solution and his/hers? ”

The Art of Questioning in Mathematics From the NCTM Professional Teaching Standards HELP STUDENT CONNECT MATHEMATICAL IDEAS AND APPLICATIONS • “How does this relate to _____? ” • “What ideas that we have learned before were useful in solving this problem? ” • “Have we ever solved a problem like this one before? ” • “What uses of mathematics did you find in the newspaper last night? ” • “Can you give me an example of ______? ”

Odds & Ends • Teacher. Direct - Keep up to date with news from VDOE • SUBSCRIBE NOW - Sign up for weekly email notifications of updates to Teacher. Direct News. • Math Newsletters • Mathalicious – check your email to see if you should attend the session at 3: 00 today!

Rubik’s Cube Workshop Teaching With a Twist When: October 30 th, 2013 at 4: 30 pm – 5: 30 pm Where: Holman MS Library Presenter: Alex Mullins * Teach problem solving skills and encourage teamwork * Start a Rubik’s Cube Club in your school * Get info on Competitions for 2013 -2014 * Learn how to solve the Rubik’s Cube. Unlock the Secret! * Win Door Prizes! Register for the FREE workshop at: http: //tinyurl. com/Rubiks. Workshop 2013

Congratulations! Henrico County Public Schools is pleased to announce that Fairfield Middle School math teacher Andrew Senka received a “Math Heroes” award from Raytheon. Nominated by students, classroom parents, and school administrators, each of the 32 middle and high school recipients from 18 states use creative lessons to make math “real” for their students.

Math in the News • Challenges • Frustrations • Don’t forget why you wanted to teach

Teacher Evaluations Video