1 / 22

Squirrels: Problem Solvers?

Squirrels: Problem Solvers?. A challenge!. Common Core State Standards for Mathematical Practice.

judithcasey
Télécharger la présentation

Squirrels: Problem Solvers?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Squirrels: Problem Solvers?

  2. A challenge!

  3. Common Core State Standards for Mathematical Practice Numero Uno: Problem SolvingProficient students expect mathematics to make sense. They take an active stance in solving mathematical problems. When faced with a non-routine problem, they have the courage to plunge in and try something, and they have the procedural and conceptual tools to carry through. They are experimenters and inventors, and can adapt known strategies to new problems. They think strategically. See … www.corestandards.org

  4. NCDigIns, Problem Solving and Squirrels-------------------National Conference on Student AssessmentJune 2013 Mike Gallagher Math Test and Measurement Consultant North Carolina Deptartment of Public Instruction michael.gallagher@dpi.nc.gov

  5. NCDigIns Data Focus Mostly Qualitative …. • Trickle out one problem at a time. • Guide the student to be the data user. • What did I and my classmates do well? • What could I do better? • …. Pretty similar to post-game analysis done by sports teams!

  6. The Givens and Our Niche • Given: Teachers are becoming more versed in the principles of formative assessment. • Given: Teachers are pretty busy. • Niche: NCDigIns gives teachers math-specific tools and a template for formative assessment.

  7. NCDigIns • NCDigIns were created by NC teachers and test developers as a pilot project for grades 4, 7 and Algebra 1. • Teachers deconstructed the North Carolina released test questions (based on the 2003 Standard Course of Study).

  8. Data to Guide Descriptive Feedback for each problem • Start with expert teachers’ view on likely sources of error and what to do next. • Then focus on each student’s work. • Where did the class go with the problem? Common errors/approaches

  9. Template for NCDigIns • Question on a single page. (Not intended for use as a quiz.) • Feedback hints on common errors. • Feedback hints on Problem-Solving Strategies. • Concepts/Skills for Improvement • Where to go next (resources)

  10. NCDigIns - - Example Grade 4 DigIn Number 11, Question 3 “Bowling Pins” • 2003 SCS Objective 1.03 • CCSSM 4.OA.3

  11. Each Question One Page Willy went bowling with his family. The bowling pins were set up as shown. --GRAPHIC with 10 pins – If Willy knocked over 2/5 of the pins, how many pins were left standing? A 2 C 5 B 4 D 6

  12. Feedback: Common Errors A The student may not have read the problem carefully or saw the numerator as the number of pins knocked over. B The student may have found the equivalent fraction correctly, but may not have read the problem carefully and picked 4 because it was the number of pins knocked down.

  13. Common Errors …cont. C The student may not have a good understanding of fractions and just chose the denominator. D Correct answer.

  14. Feedback: Problem Solving Strategies -> -> tied to 1 sheet! • Understand the problem. • Can you make a sketch? • Make a Plan • Carry it out. • Check your answer. • Is your answer reasonable?

  15. Key concepts / skills • Subtracting like fractions. • Equivalent fractions. • Understanding the relative size of fractions. For example, 2/5 is less than ½.

  16. Resources • Three links are provided to free sites with information and practice.

  17. Build your own DigIns… • Develop a classroom culture of peer and self descriptive feedback along the format of NCDigIns. • This is a great way to find out the learning progressions of your students, which often do not match the logic of textbooks.

  18. Using NCDigIns • Teacher feedback is most effective for common errors … one to many • Self and peer assessment expands feedback … many to many

  19. Problem Solving “I’d unravel any riddle, for any individ’le In trouble or in pain .. Oh, I would tell you why, The ocean’s near the shore. I could think of things I never thunk before …” If I only had a brain. Scarecrow in The Wizard of Oz.

  20. There’s a Problem … … with Problem SolvingGrade 4 Question from NAEP 2003 Estella wants to buy 2 notebooks that cost $2.79 each, including tax. If she has one-dollar bills and no coins, how many one-dollar bills does she need? A 3 B 4 C 5 C 6 Nationally, 31% of the students correctly selected D. And 41% chose A. nces.ed.gov/nationsreportcard/itmrls/

  21. FA -> CCSSO Definition Definition: “Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust teaching and learning to improve students achievement of intended instructional outcomes.” CCSSO 2008, adopted by N.C. Board of Education

  22. FA -> Key User = Student! When it comes to learning, students are the key assessment users: “Am I succeeding? Am I improving over time? What should I do next to succeed? Does my teacher think I am capable of success? Do I think I am capable of success?” …from Student-Involved Classroom Assessment, 3rd Edition. Richard J. Stiggins, 2001, Prentice-Hall.

More Related