dynamic vs. static assessment: a growth mindset perspective
Post on 07-Jan-2017
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Dynamic vs. Static Assessment: A Growth Mindset Perspective
Cathy Fosnot, President
Poll: What are your challenges within K-8 math?Engaging studentsTest ScoresDifferentiating instructionPersonalizing learningTeacher willingness to changeInforming instruction
Poll: What is your level of interest in digital curriculum?Just looking at the new technologiesResearching possible software solutions for my schoolInterested in grants and funding options for my schoolInterested in viewing a demoInterested in pricing and a buyers guide
Imagine a child on the cusp of learning to walk.
Did you dissect walking into necessary pre-requisite skills, assess them, and then teach each one to mastery?
Did you use an assess and match approach: assess first and then plan a hands-on activity to do with a small group of almost toddlers so they could all discover how to walk?
Most likely we all supported development. We celebrated the moment and then found ways to challengeto up the ante, right there in the moment to affect developmentto support change.
We knew landmark moments of physical development. But what are the landmark moments of math development? And how do we spot the moments, celebrate, and up the ante for young mathematicians?
The Stuff to Know
Maybe we have been teaching math history?
Stuff to know
Jennifer JamesTapestry is that body of assumptions, beliefs, customs, and practicesthat we accept as foundational. They define who we are. In this timeof great change, the tapestry is being torn rapidly and everywhere, andwe begin to fall apart, becoming anxious and losing belief in who weare. We look backward. We become pessimistic about the present andthe future because we cant envision a new tapestry.
Topic 1: This is an opportunity to look at assessment differently: how and what we assess need to be examined. Bottom line assessment needs to be continuous and inform teaching. Leren: teaching and learning cannot be separated.12
Data-driven InstructionThis is an opportunity to look at formative assessment differently: how, when, and what we assess can be examined.
Do we need to assess answers and written explanations of what kids did on tests 3 times a year?
Could it be continuous and actually integrated with teaching, instead of determining gaps so we can teach to them?
Leren: teaching and learning cannot be separated.
What do we really need to knowTo inform how we confer?How we plan congresses?What we plan next?
You cannot step twice into the same stream. For as you are stepping in, other waters are ever flowing.Heraclitus
Assessment should guide teaching. It should be continuous and provide information about the zone of proximal development (Vygotsky 1978). To do so, it needs to foresee where and how one can anticipate that which is just coming into view in the distance (Streefland 1985). It needs to capture genuine mathematizing: childrens strategies, their ways of modeling realistic problems, and their understanding of key mathematical ideas. Bottom line, it needs to capture where the child is on the landscape of learningwhere she has been, what her struggles are, and where she is going: it must be dynamic.
Topic 1: Dynamic versus static assessment: emphasis needs to be on capturing the mathematizing, ie. the structuring, the modeling, the strategies 15
Formative AssessmentDynamic: continuousin the momentsimplies changeStatic: discreteone moment in timeto describe the state, to label gaps and needs for instruction at another time
Lets think about multiplication
Ways of modeling
P2S2: A personalized professional support system
24 lb. turkey at 15 minutes @ lb.
How long to cook it?
The Landscape of Learning
Topic 1: A framework that is dynamic26
Landscapes of Learning
Ways of ModelingEarly Number SenseAddition and SubtractionMultiplication and DivisionFractionsGeometry and MeasurementProofEarly AlgebraPlace Value6 landscapes on teacher development Heinemann Press
Getting continuous data by triangulationIn the moment analyzing childrens workkidwatching as they workFormal items designed to capture more than answersFrom digital technology: DreamBox
Open-endedWith workspaceChildren use pensPoint is to capture the mathematizing, not a verbal explanation of it, which confounds literacy with math
Fish tank, then grade 1 mathracks30
The Auditorium: 9 seats in each row 1st and 2nd graders fill up 4 rowsHow many kids in the audience so far? Each row in the auditorium has 9 seats. The first and second grade classes Workspace watch a performance and they fill up 4 rows. How many people are in the audience so far?Workspace:
3rd and 4th graders fill up 5 rowsHow many 3rd and 4th graders are there in the auditorium?
Each row in the auditorium has 9 seats. The first and second grade classes Workspace watch a performance and they fill up 4 rows. How many people are in the audience so far?Workspace:
The older kids fill up 9 rowsHow many older kids are there?Each row in the auditorium has 9 seats. The first and second grade classes Workspace watch a performance and they fill up 4 rows. How many people are in the audience so far?Workspace:
CriteriageneralDigital environmentsPick up strategies, not just answersFollow childrens attempts on a landscapeProvide teachers with continuous data documenting learning
Intelligent adaptive learningSeamless formative assessmentSeamless home/school connectionChoice/personalized learning
A Sampling of DreamBox'sVirtual Manipulatives
Mathrack Ten Frame Snap Blocks Open Number Line
38At the heart of DreamBox Learning are the virtual manipulatives which students use to explore the mathematics. These are a sampling of the virtual tools used to represent the abstract world of mathematics concretely.
(NOTE: To demonstrate these virtual manipulatives you need to be connected to the internet and showing this PPT in presentation mode.Click the underlined word to go to a TUTORIAL Lesson on that manipulative. You may need to log in (in the future check the box so that DB automatically logs you in).I would suggest demonstrating the Mathrack since its the one that Cathy Fosnot made famous and might be unknown to your audience. But theyre all very good and quite unique.)
DreamBox Learning K-8 MathAvailable in English & SpanishIntelligent Adaptive Learning EngineMillions of personalized learning pathsTailored to a students unique needs
Motivating Learning EnvironmentsStudent Directed, EmpoweringLeverages Gaming ProtocolsRigorous Mathematics CurriculumReporting Aligned to CCSS, Texas TEKS, Virginia SOL, Canada WNCP, & Canada Ontario Curriculum ReportsStandards for Mathematical Practice
DreamBox Learning provides a new class of intelligent adaptive learning technology is the true game changer in education. Combines 3 essential elements
1) Rigorous K-8 Mathematics DreamBox uses virtual manipulatives that enable students to build conceptual understanding and procedural fluency. Provided standards-based reporting.
2) Motivating Learning Environments that are age-appropriate and motives learners to persist and progress.
3) Powerful Intelligent Adaptive Learning engine providing millions of personalized, student-driven learning pathseach onetailored to a students unique needs.
DreamBox Lessons & Virtual ManipulativesIntelligently adapt & individualize to:Students own intuitive strategiesKinds of mistakesEfficiency of strategyScaffolding neededResponse time
We have invested heavily in ensuring you, your fellow administrators, and your teachers have access to data that is meaningful and actionable. This fall, our new educator experience will become available. New dashboards will provide at-a-glace insights into student proficiency and program usage helping educators determine what action is needed to have an even greater impact on student learning
All dashboards present data intuitively, so you and your teachers can access the information you need, when you need it. Helps educators know when to stay the course and when to pivot instructionAllows teachers to facilitate more meaningful conversations.
(Left) Teachers can dive deeper into specific information about how their class is performing against the standards. Here they can see which students have mastered the standard, which have not, and which have not attempted it. This data is based on continuous formative assessment.
A teacher might use this report is in lesson planning - they can look at this report to gain insight into where each student is and then take action by creating learning groups or pulling a student aside for more 1:1 instruction.
(Right)The activity feed allows teachers to see what students are working on. They can click into the demo lessons so they can experience the instruction - just like the student. Many teachers use this to expand their understanding of the math concept and develop new teaching strategies to support student learning.
Seeing is believing!www.DreamBox.com/request-a-demo