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Milwaukee Mathematics Partnership Spring Principal’s Breakfast

Milwaukee Mathematics Partnership Spring Principal’s Breakfast. Sharonda Harris DeAnn Huinker Daniel Lotesto Kevin McLeod Pandora Bedford Astrid Fossum Melissa Hedges Rosann Hollinger Lee Ann Pruske Laura Maly Mary Mooney Bernard Rahming

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Milwaukee Mathematics Partnership Spring Principal’s Breakfast

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  1. Milwaukee Mathematics Partnership Spring Principal’s Breakfast Sharonda Harris DeAnn Huinker Daniel Lotesto Kevin McLeod Pandora Bedford Astrid Fossum Melissa Hedges Rosann Hollinger Lee Ann Pruske Laura Maly Mary Mooney Bernard Rahming Cynthia Cuellar Rodriguez Beth Schefelker Rose Carr, Connie Laughlin, Henry Kranendonk

  2. Welcome • Please engage in dialogue with the people at your table around the “conversation starters” set out for you. • Be prepared to select a spokesperson to share highlights from the table discussion with the whole group.

  3. Writing assignment • Purpose: To garner continued support for released MTLs • Please complete at least one of the writing prompts provided for you: 1. As you reflect on the teaching of math in your school, describe some specific examples of ways that math teaching and classroom practice have improved as a result of the MMP. 2.  In considering the work of your Math Teacher Leader, describe the importance of having a Math Teacher Leader in your school and provide some specific examples of impact.

  4. Linking Formative Assessmentto Student Achievement “Firm evidence shows that formative assessment is an essential component of classroom work and that its development can raise standards of achievement.” Black, P. & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 808 (2), 139 – 148.

  5. Formative Assessment: A vision from the MMP Use assessments formatively throughout the teaching and learning process to: • Diagnose student needs • Help plan the next steps in teaching • Provide the learner with feedback to improve their thinking process • Help the learner become a more independent learner in control of their success.

  6. The Road to Writing Descriptive Feedback • Complete the prompt on your own. • Share your strategy with a neighbor. • What’s the math? • Reviewing student work & descriptive feedback

  7. “Feedback to any pupil should be about the particular qualities of his or her work, with advice on what he or she can do to improve, and should avoid comparisons with other pupils.” Black, P. & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 808 (2), 139 – 148.

  8. The Impact of Descriptive Feedback • What strikes you when comparing attempt #1 with attempt #2? • What thoughts or questions does this work surface for you as reflect on: • The vision for mathematics in your building? • Your school’s progress on the MMP continuum? • Your SIP strategies in mathematics?

  9. Why Formative Assessment? “Improved formative assessment helps low achievers more than other students and reduces the range of achievement while raising achievement overall.” Black, P. & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 808 (2), 139 – 148.

  10. Thank you. www.mmp.uwm.edu The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation.

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