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Monitoring YOUR Classroom Canvas with The Formative 5 – You Can Do This! Francis (Skip) Fennell McDaniel College Beth Kobett Stevenson University Jon Wray Howard County (MD) Public Schools 2017 NCTM Annual Meeting and Exposition San Antonio, TX April 6, 2017 • 9:30 -10:30 AM

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Page 1: Monitoring YOUR Classroom Canvas with The …s3.amazonaws.com/conference-handouts/2017-nctm-san...• Summative assessments are typically used to assess student learning at the end

MonitoringYOURClassroomCanvaswithTheFormative5– YouCanDoThis!

Francis(Skip)FennellMcDanielCollege

BethKobettStevensonUniversity

JonWrayHowardCounty(MD)

PublicSchools

2017NCTMAnnualMeetingandExpositionSanAntonio,TX

April6,2017• 9:30-10:30AM

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www.mathspecialists.org

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http://resources.corwin.com/Formative5

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Whoareyou?• Whereareyoufrom?• Whatdoyoudo?–MathematicsSpecialist/InstructionalLeader?– Teachers?• Level?– PreK-2,3-5,6-8

• Other?(e.g.specialeducation,ESOL,etc.)– Administrators?• PrincipalorAssistantPrincipal?• Supervisor/CurriculumDirector?

– Other?

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AssessmentLiteracy

• Whatisit?• Whyisitimportant?

• Assessmentofstudentlearningistheresponsibilityofeveryschooldistrict,everyschool,andeveryteacher.

• Reality– youdothiseveryday,prettymuchalldaylong!

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• Formativeassessmentincludesallactivitiesthatprovideinformationtobeusedasfeedbacktomodifyandimpactplanning,teachingandlearning.

• Summativeassessmentsaretypicallyusedtoassessstudentlearningattheendofanexperience.Thiscouldbeaunitassessment,schooldistrictassessment,orthemorehigh-stakesandhigh-profileend-of-yearstateassessments.

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Whataboutyou?

• Reflectback:didyoulearnthis?• Whataboutnow?Howconfidentare

youwithregardtoassessment– allaspects?

• Personal“confession”

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Whataboutyou?

• Thinkaboutdiscuss/share– howdoesyourschoolorschooldistrictdefineFormativeAssessment?

• Thinkaboutdiscuss/share – HowdoYOU useformativeassessment?

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Weactuallyknowalotaboutformativeassessment…

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• Thetermformativeassessmenthasbeenwithusfor60+years(e.g.,Sueltzetal,1946;Weaver,1955)….

• Regularuseofclassroomformativeassessmentwouldraisestudentachievementby0.4to0.7ofastandarddeviation– enoughtoraisetheU.S.intothetopfivecountriesintheinternationalrankingsformathematics(Natriello,1987;Crooks,1998;BlackandWiliam,1998).

Andthere’smuchmorewecouldaddhere…

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But…Evidencesuggeststhatactualday-to-dayuseofformativeassessmentisnotasprevalentinclassroomsasonemightexpect (Stiggins,2013).

“HeyBK…Inourassessmentclass,wedidformativeassessmenttoday…Andwegotoutearly…”

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Thishasbeenfestering…

NCTMNewsBulletin, December2006

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Theclassroomisyourcanvas…

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IjustfiguredIcouldGoogleformativeassessmentandbuywhateverformativeassessmentIwanted/needed.MiddleSchoolTeacher

TrieditandFormativeAssessment got“about”3,430,000hits!!

AssessmentLiteracy

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Whatwehavedone…• First,werecognized:– A needtoemphasizeandenhancetheuseofclassroom-basedformativeassessments– toguideteachingandlearning.

– Anoverloadofpublications,publishedassessmentsandservicespromisingthequickformativeassessmentfix.

– Afocuson“surface-level”formativeassessment“tricks”

• So,we:– Distilledseeminglyendlesssuggestionsandstrategiestoasmallpalletofformativeassessmenttechniques.

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See:TCM – February2015

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InterviewsShowMe

Observations

HingeQuestions

ExitTasks

“TheFormative5”

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Howisobservation assessment?OfcourseIobservemystudents—all daylongeveryday!Ijustneverconsidered theassessment potentialofmyobservations!FirstGradeTeacher

Iactuallyknowmoreaboutmystudentsbecause Iamalwayswatchingthemworkandalsoseeinghowtheyinteract—withthemathematics theyarelearningandwitheachother.Forme,observation ismyeverydayformativeassessmentlifeline!FourthGradeTeacher

Observations

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Observations

• Whatwouldyouexpecttoobserve(anticipation)?

• Howwouldyouknowitifyousawit?

• Whatmisconceptionsmightyouobserve?

• Howmightyourecordandprovidefeedbackofwhatyouobserved?

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Page35

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ForsomereasonIthoughtthatyouonlyinterviewedthosestudentswhowerehavingproblemsinmathclass.NowIregularlyinterviewmyalgebrastudentsbecauseIwanttoassesshowtheyaretransitioningtousingequationsandinequalitiesinamoreformalway.EighthGradeTeacher

Interviews

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Interviews

• Longhistoryofuseinmathematicsandspecialeducation(Weaver,1955;Ginsburg,1997;Fennell,1972,1998).

• Extendstheobservation.• Takessometime– focused;1-on-1orsmallgroup• Allowsyoutodigdeeper• Notdeficit-based• Providesaglimpseofwhatachildisthinking

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Interviews

• Whatwouldmakeyoudecidetowork1:1withastudentorsmallgroup?

• Whatquestionsmightyouask?Howmightthequestionsbedifferent?

• Whatwillyouanticipate fromstudents?(ConsiderunderstandingsANDpossiblemisconceptions.)

• Whatfollow-upquestionsmightyouask?

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Okay… nowwhat?

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FrameworkofanInterview

• Problem,task,exercise(askstudenttotalkthroughthefollowing)

• Howdidyousolvethat?• Whydidyousolveitthatway?• Whatelsecanyoutellmeaboutwhatyoudid?

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ShowMe

• Aperformance-basedresponsetowhatateacherobserves.

• Combineselementsoftheobservationandinterview.

• Astop-and-dropactivitywhereastudent,smallgroupofstudentsorperhapstheentireclassmightbeaskedtoshowhowsomethingworks,aproblemsolved,oraparticularrepresentationused.

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“Canyoushowmehowyouwouldorder76,54,47,and89usingthenumberline?”

“Howdoyouknow3/4<7/8?Showme.”

“Showmeyourgraphforthatequation.”

ShowMe

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“Thishasalotmoredepth thanEveryPupilResponse…”

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ShowUs!

• Showme:Arepresentationofhowyouwouldcomparethefollowing:

3/40.650.095/1034%

• Usematerialsprovided

Nowwhat???

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goformative.com

Quickcode: FRAX273

TechnologyTools

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ShowMe- WhataboutYou?

• ArethereparticularlessonsthatyouthinkwouldprovideopportunityformoreShowMe’sthanotherlessons?Which?Whydoyouthinkso?

• Thinkthroughalessontopic(ANYlevel).Thinkaboutplanningthislesson– whatmightyouobserve?Whatwouldyouhaveyourstudentsshowyou?

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• ”IseriouslythinkthatoneofthelastthingsIgot“good”atasateacherwasquestioning.”

- 6th &7th gradeteacher

• “IttookmeawhiletorealizethatsometimesIneededtochange– whileIwasactuallyteaching– thequestionsthatIhadplannedtoask.”

- 4th gradeteacher

• “ThebetterIfeelaboutmyplanning,theeasieritistoframequestionsandthenconsiderresponsestohelpmeplanforthenextday.”

- 2nd gradeteacher

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Questioning&ClassroomDiscourse

Posingeffectivequestions isjustoneaspectofalargerconstruct– classroomdiscourse.Classroomdiscourseinvolvesvariousteachingactions,including:• Askingchallengingquestions• Listeningtostudentresponsestogaugetheirlearning• Encouragingstudentstolistenandrespondtotheirpeers

• Requiringstudentstoexplaintheirthinking• Encouragingstudentstousemultiplerepresentations• Allowingstudentstoengageinproductivestruggle

(NCTM,2006;SmithandStein,2011)

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Thehingequestionprovidesacheckforunderstandingorproficiencyataparticularhingepointinalesson.Thesuccessofthelessonhingesonresponsestosuchquestionsasanindicationofwhetherstudentsunderstandenoughtomoveon(Fennell,Kobett,&Wray,p.84).

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Thinkofyourteachersandtheiruseofquestioning…

Whatcomestomind?Canyoupictureacolleaguewhoisadeptatquestioning?

Canyouthinkofacolleaguewhostruggleswithquestioning?

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Ourtake…Studentsneedtotalkaboutthemathematicstheyarelearning…questioningengagesandsupports

thatprocess

Noquestionsasked…howcanthisbe?

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TheHinge– FocusandIssues

• HingePointorHinge?

• Diagnosticfocus– expandstheinterview…

• Multiplechoiceornot?– Studentresponsecards

• 2minuterule…

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Brycehas17stampsfromtheUnitedStatesandCanadahowmany

arefromtheUnitedStates?

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HowMightHingeQuestionsInformplanningandrelatedinstructionaldecisionsand change ateacher’sperspectiveaboutWHO needs

additionalsupport?

DO thesamestudentsalwaysneedadditionalsupport?

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Anexample…

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EvaluationofOneWeek’sHingeQuestions(ObservationTool:StudentSeatingChart)

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Whichofthefractionsbelowislessthan!"?

Howdoyouknow?

A#$

B%&

C""

D!#

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HingeQuestion Responses StudentResponsesStudents whocorrectlyidentified:

%&, #$, !#< !

"

Withoutusingfractionbars

n =20students

Students whocorrectlyidentified:

12,58,35<34

Used fractionbarstoidentify

n=6students

Studentswhoidentified only:

%&< !

"

n =3students

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Page95

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TechnologyTools• GoogleForms- https://www.google.com/forms/about/• Kahoot - https://getkahoot.com• Padlet - https://padlet.com/my/dashboard• Plickers - https://www.plickers.com• Today’sMeet- https://todaysmeet.com• Formative- https://goformative.com

Other• EveryPupilResponse(EPR)

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WhataboutYou?HingeQuestionConsiderations

1. Howwillyouusehingequestionsasyouteach?

2. Ifyouthinkofthehingequestionasawholeclassinterview,howwillyouusetheresponses?

3. Howwillyouconsiderstudentresponsestoahingequestion?

4. Whenyoupreparetoaskahingequestion,whatmightyouanticipate?

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AnExitTask

Isacapstoneproblemortaskthatcapturesthemajorfocusofthelessonforthatdayorperhapsthepastseveraldays(Fennell,Kobett,&Wray,2017).

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DifferentthananExitTicket…

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OriginalTask

Alanehasthefollowingnumbercards:4,9,and12.• Makeasetforeachnumber.

• Whichsethasthemost?Least?

RevisedTaskAlanehasthefollowingnumbercards:4,9,and12.• Showeachnumberwithcubesora

drawing.

• Withcubesoradrawing,makeanewgroupthatisbetween 9and12.

• IfAlaneadded2toeachgroup,whatarethenewnumbers?

• Wouldadding2toeachnumberchangetheorderonthenumberline?

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Usethedigits1-9tocreate3equivalentratios.Note:eachdigit

canonlybeusedonce.

___:___=______:___=______:______

http://www.openmiddle.com/finding-equivalent-ratios/ GrahamFletcher,2015

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TechnologyToolsCueThink– http://cuethink.com

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WhataboutYou?ExitTasks

• Finalactivity– wholeclassShowMeActivity

• Time forallstudentstocompletetheactivityshouldbeprovided(andforyoutoreviewresponses)

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InterviewsShowMe

Observations

HingeQuestions

ExitTasks

“TheFormative5”

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Whatweknow…*

• EverydayuseoftheFormative5works!

• Teachersneedtimetothinkaboutandseriouslyconnectplanning,teaching,andassessing.

• Supportismorethanhelpful,it’snecessary!

*2-3yearsofpiloting anddatacollection

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Howcanwemakesurethat:

• Teachersplanlessons(veryseriouslystated);

• Classroombasedformativeassessmentispartofthatplan;

• Hingequestionsandexittasksarepreparedaspartofthelesson;

• ResponsestotheFormative5impactthenextday’splanningandinstruction?

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Formativeassessmentis:

• Studentsandteachers,• Usingevidenceoflearning,• Toadaptteachingandlearning,• Tomeetimmediatelearningneeds,• Minute-to-minuteandday-by-day.

ThompsonandWilliam, 2007

Lovethis…

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Forslides(gotoprojectresources):http://mathspecialists.org

Thankyou!


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