sreb, mdc, fals, lmnop… coaching implications collaborative work ncdpi dst math instructional...

SREB, MDC, FALs, LMNOP…

Coaching Implications

Collaborative Work

NCDPI DSTMath Instructional Coaches

August 25, 2014

SouthernRegionalEducationBoard

SREB 101:

What is the SREB?


Who They Are…

SREB is a nonprofit, nonpartisan organization headquartered in Atlanta. Member states are Alabama, Arkansas, Delaware, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, North Carolina, Oklahoma, South Carolina, Tennessee, Texas, Virginia and West Virginia.

SREB’s work is funded by member appropriations and by grants and contracts from foundations and local, state and federal agencies.


What They Do…

SREB helps states focus on what works in both policy and practice. We work hand in hand with policy-makers such as state legislators and education agency officials as they implement policies to improve student achievement, raise high school graduation rates and boost college completion.

SREB brings together member states to forge consensus and work together on initiatives that would not be possible alone.

SREB also works directly with public schools and educators to improve classroom teaching and learning, career/technical education, online education and school leadership.


MDC 101:

What is the Mathematics Design

Collaborative?


MDC is…

A framework for teachers as a way to build lessons that engage students to learn the why as well as the how by developing their math reasoning and problem-solving skills. Students struggle productively and learn more; in essence, teaching is shifted so that students take ownership of their learning and perform at higher levels.

Good Math Instruction


Assessment for Learning

Assessment of Learning


The BIG IDEA of Formative Assessment

Students and teachers

using evidence of learning

to adapt teaching and learning

to meet immediate learning needs

minute-to-minute and day-by-day


NCCTM Assessment Research Brief


The 5 Strategies of Assessment for Learning

(Formative Assessment)

1. Clarifying and sharing learning intentions and criteria for success

2. Engineering effective discussions, questions and learning tasks that elicit evidence of learning

3. Providing feedback that moves learners forward

4. Activating students as the owners of their own learning

5. Activating students as instructional resources for one another


The five key ingredients are designed to ensure that students are engaged in a productive struggle with mathematics rather than on the receiving end of a

lecture.




Collaborative Work


The Traditional Lesson Line

Typical Unit of Mathematics Instruction

Intro/Hook

Content Delivery Assessment


The Traditional Lesson Line

Typical Unit of Mathematics Instruction

Intro/Hook

Content Delivery Assessment

Rete

ach


The MDC Lesson Line

Unit of Mathematics Instruction Utilizing a FAL

Intro/Hook

Content Delivery

Assessment

MDCFAL

FineTune

The project is working to design and develop well-engineered assessment tools to support US

schools in implementing the Common Core State Standards for Mathematics.

The project is a collaboration between the Shell Center team at the University of Nottingham and the University of California, Berkeley with the support of the Bill & Melinda

Gates Foundation.


The MDC Lesson Line

Intro/Hook

Content Delivery

Assessment

MDCFAL

FineTune

2/3 to 3/4


Structure of Formative Assessment Lessons (Concept Development)

Pre-Lesson Assessment Write feedback questions based on

student work Collaborative activity based on skills

and concepts Students answer teacher-developed

feedback questions and improve original solutions to pre-lesson assessment task


First Step:Pre-Lesson Assessment


I want you to spend 10 minutes working individually on this task.

Don’t worry too much if you can’t understand or do everything. Do your best.

There will be a lesson (tomorrow) that will help you have a better understanding of the material.

You will have a chance to revise this assignment and earn a perfect paper.

Pre-Lesson AssessmentInstructions


Look for the OMG’s

Obstacles

Misconceptions

Gaps


What OMG’s could you expect to arise from this pre-lesson

assessment?


Second Step:Feedback Questions

Written by teacher following analysis of pre-lesson assessment task. Summarize their difficulties as a series of questions

Moves the learner forward


What questions would you anticipate coaching teachers in

writing for this lesson?


Partnering Based on the pre-

lesson assessment, you will pair your students.

Your student pairs should be of similar proficiency on the pre-lesson assessment.


Post-It Notes

HelpfulHint

http://www.google.com/url?sa=i&rct=j&q=student+desk&source=images&cd=&cad=rja&docid=JNRCG2V3ER0TpM&tbnid=RMqTAOM-VJVhYM:&ved=0CAUQjRw&url=http://www.ifurn.com/virco-9000-series-student-desk-set-of-2-9400br.html&ei=WtbeUcNGkcrgA479gHA&bvm=bv.48705608,d.aWc&psig=AFQjCNEg1-zJEVojIfFqxOrLgD2QgklKrw&ust=1373644755328466

http://www.google.com/url?sa=i&rct=j&q=student+desk&source=images&cd=&cad=rja&docid=JNRCG2V3ER0TpM&tbnid=RMqTAOM-VJVhYM:&ved=0CAUQjRw&url=http://www.ifurn.com/virco-9000-series-student-desk-set-of-2-9400br.html&ei=WtbeUcNGkcrgA479gHA&bvm=bv.48705608,d.aWc&psig=AFQjCNEg1-zJEVojIfFqxOrLgD2QgklKrw&ust=1373644755328466

http://www.google.com/url?sa=i&rct=j&q=post+it&source=images&cd=&cad=rja&docid=Bkj6g1F2DYOhPM&tbnid=GYpo_mAyqSe5YM:&ved=0CAUQjRw&url=http://thepinkboss.com/blog/&ei=K9feUdfKAZih4APYiICYAg&bvm=bv.48705608,d.dmg&psig=AFQjCNGSSlg_Q9WK0J6ghg3cJKJ2wQvkFg&ust=1373644901330284

http://www.google.com/url?sa=i&rct=j&q=post+it&source=images&cd=&cad=rja&docid=Bkj6g1F2DYOhPM&tbnid=GYpo_mAyqSe5YM:&ved=0CAUQjRw&url=http://thepinkboss.com/blog/&ei=K9feUdfKAZih4APYiICYAg&bvm=bv.48705608,d.dmg&psig=AFQjCNGSSlg_Q9WK0J6ghg3cJKJ2wQvkFg&ust=1373644901330284


Project names on screen as students enter the

room

HelpfulHint


Third Step:Whole Class Discussion To

Begin Lesson

If your students have a daily warm-up activity, do not abandon the routine on the collaborative activity day.

Incorporate part of the whole class discussion into your warm-up.

HelpfulHint


Read your FALWhere do you anticipate students having success?

Difficulty?


Green on Top:We are working well and making progress. Please help others.

Yellow on Top:We are still working but we have some questions. Please check with us when you can.

Red on Top:We are completely stalled on our work. Please help us ASAP.

HelpfulHint

Fourth Step:Collaborative Lesson

http://www.google.com/url?sa=i&rct=j&q=solo+cups+classroom&source=images&cd=&cad=rja&docid=eDSkmgJAXH2DkM&tbnid=Qv6sj6rKr0zq9M:&ved=0CAUQjRw&url=http://drjeanandfriends.blogspot.com/2013/01/my-red-yellow-blue-and-green-solo-cups.html&ei=TBreUdzgLLX-4APv94BY&psig=AFQjCNEp8O6Z1I_iQ9O_PHQJxFgWa2oHKw&ust=1373596563789986


Lifeline Tickets

Ask the teacher a question

Ask the teacher if

something is correct

Ask another group a question

HelpfulHint

Fourth Step:Collaborative Lesson

http://www.google.com/url?sa=i&rct=j&q=ticket&source=images&cd=&cad=rja&docid=Hj0FQR3iTrxJIM&tbnid=Cf1i7ItGfdmcjM:&ved=0CAUQjRw&url=http://thegraphicsfairy.com/thursday-is-request-day-blank-tickets-skunk-ladder/&ei=zRzeUbLbJtfK4AOdoYCYDw&bvm=bv.48705608,d.dmg&psig=AFQjCNElsGSNzbhA2K-imhkYPnHQzRMSYg&ust=1373597242925882




Fifth Step:Return to Pre-Assessment


The MDC Lesson Line

Intro/Hook

Content Delivery

Assessment

MDCFAL

FineTune

2/3 to 3/4


If this FAL is 2/3 to 3/4 through the unit, what learning

activities would take place before? What do you

anticipate fine-tuning before the end of unit assessment?


How can the MDC framework assist you in your coaching

responsibilities?




Collaborative Work

http://map.mathshell.org/materials/mdc/index.php

http://map.mathshell.org/materials/mdc/index.php

sreb, mdc, fals, lmnop… coaching implications collaborative work ncdpi dst math instructional...

Documents

learning tasks

learning intentions

mdc work

learning experiences

concept of assessment

strategies of assessment

learningactivating students

member states