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