Formative Assessment on the Fly~Asking Questions, Getting

AnswersMILWAUKEE PUBLIC SCHOOLS

Lee Ann Pruske Mary MooneyApril 12, 2013

Professional practice Work with one teacher on the formative

assessment process. Elicit, interpret, make decisions about the next steps in instruction, and implement those decisions with students.

Prepare a short vignette around the work with teachers and students to share at the April ACM meeting.

Give One, Get One With your typed vignette in hand, find a

partner .

Share your stories, trade vignettes

Find a new partner and share, trade vignettes

Learning Intention Success Criteria

We are learning to use the formative assessment process within the classroom DURING instruction.

We will know we are successful when we recognize formative assessment opportunities in classrooms.

“…it is essential that teachers explore students’ thinking before assuming that students have understood something.”

D. Wiliam, 2011

Why ask questions? 1. Cause thinking2. Provide teacher with

information to assist instructional decision making*

*Ask questions that students can’t get the correct answer with incorrect thinking.

What is the purpose of the question? Discussion Questions

Whole class discussionSurface student thinking, and justificationsTeachers can probe for detailsTakes class time

Diagnostic QuestionsIndividual responsesDiscussion not neededBe careful students don’t get right answer, for

incorrect thinking

Misconception ManagedTake a card outIndividually solve the problemDiscuss how you might surface

student understanding through this problem

Would you use the problem as a classroom discussion, or individual diagnostic tool

Pass the envelope and repeat

Problem A

Simplify (if possible)

2a + 5b

Problem BMake this true:

3a = 24 a + b = 16

Problem CWhich is larger:

3/7 or 3/11

Problem D In this sequence

3, 7, 11, 15, 19 Which is the best rule to describe the

sequence.a. n + 4b. 3 + nc. 4n – 1d. 4n + 3

Formative Assessment…on the fly

Diagnostic Questions “Range-finding” questions find out what

students already know before beginning a topic.

“Hinge point” diagnostic questions are used in the middle of instruction to check for understanding. Next step hinges on student understanding.

Types of Listening Evaluative listening

Listening for knowledge, content, correctness.○ (Do they get it?)○ (Do I need to re-teach this content or can I

move on?) Interpretive listening

What are students’ thinking? ○ (How can I build on their understanding?)

Shifting Up teacher moves

Instructional Practice Skill Use your ABCDEF cards to answer

Hold up the correct cards indicating your answer.

No discussing please.

In which of these right triangles does a2 + b2 = c2

a b

c

A

a c

b

B

b a

c

C

b c

a

D

c a

b

E

c b

a

F

What is the relationship among the sides of a right triangle?

What is the relationship among the sides of a right triangle?

bac

In which of these right triangles does a2 + b2 = c2

a b

c

A

a c

b

B

b a

c

C

b c

a

D

c a

b

E

c b

a

F

Instructional Strategy Revisited

Diagnostic question All student response through

A-F cards Interpretive listening

Professional Practice Observe a teacher or two in your building listening for

opportunities to work with student misconceptions. Type up what you observe and put it in the TLC under Listening Practice. Consider the following in your summary:

Why did the student answer incorrectly?What is the misconception?Was the teacher engaged in evaluative or interpretive listening?How does/did the teacher plan for misconceptions?Did misconceptions derail instruction?What did the teacher do next?

Post by May 10, 2013, Reply to at least 2 colleague’s posts by May 24, 2013

Feedback questionWhat is your hunch about the types of questions (diagnostic, discussion, range finding, hinge point) teachers in your building will be asking when you listen in for misconceptions in math?

Spring CR items are up! www.mmp.uwm.edu

Instructional Guides

Use them with your teachers.

Milwaukee Public SchoolsTITLE OF PRESENTATION

MPS Board of School Directors

Dr. Michael Bonds, PresidentLarry Miller, Vice PresidentMark Sain, District 1Jeff Spence, District 2Annie Woodward, District 4Dr. Peter Blewett, District 6David Voeltner, District 7Meagan Holman, District 8Terrence Falk, At-Large

Senior Team

Dr. Gregory Thornton, SuperintendentNaomi Gubernick, Chief of StaffDarienne Driver, Chief Innovation OfficerTina Flood, Executive Director, Curriculum and InstructionDr. Karen Jackson, Chief Human Resources OfficerMichelle Nate, Chief Operations OfficerGerald Pace, Esq., Chief Financial OfficerAnita Pietrykowski, Director, School AdministrationDenise Callaway, Communications & PartnershipsPatricia Gill, Executive Director, Family Services Sue Saller, Coordinator to the Superintendent