Accelerate Learning in the High School Mathematics Classroom Using Formative Assessments

1

Introduction

Brigit Minden

Director of Secondary Mathematics

Office of Curriculum and Instruction

Office - (405) 522-6576

brigit.minden@sde.ok.gov

2

Welcome

Looking forward to collaborating together!

​

I’d love to know who is here today. Please scan the QR code, using your phone, to fill out the survey.

3

Agenda

​

• Determine Differences Between Acceleration and Remediation
• What is the Purpose of Formative Assessments?
• Formative Assessment Strategies to Accelerate Student Needs
• Reflect on Acceleration

4

Acceleration vs Remediation

What is the difference?

5

What is Acceleration?

6

Remediation vs. Acceleration

Remediation

• Goal is for students to catch up to peers
• Instruction attempts to reteach every missing skill
• Students perceive they’re in the “slow” class; self-confidence and engagement decrease

​

​

Acceleration

• Goal is to learn on time with peers
• Students apply skills immediately
• Self-confidence and engagement increase

​

7

What is the Purpose of Formative Assessments

in accelerating learning?

8

Approach to Address Unfinished Learning

• Study the focus standards for upcoming instruction.
• Identify critical prerequisite skills and understand students need to access grade level content.

• Determine student understanding of prerequisites based on diagnostic or formative data.
• Consider if gaps exist for the whole class or a small group.

• Whole class needs: plan to build needed scaffolds into upcoming lessons.
• Small group needs: plan differentiated instruction or coordinate to address gaps within intervention periods.

Understand

Diagnose

Take Action

9

How do we learn what our students know?

• Determine student understanding of prerequisites based on diagnostic or formative data.
• Consider if gaps exist for the whole class or a small group.

Diagnose

10

Purpose of Formative Assessments

“Formative assessment is a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary learning outcomes and support students to become self-directed learners.”

Council of Chief State School Officers (CCSSO, 2022)

11

Formative Assessment Practices

• Clarifying learning goals and success criteria within a broader progression of learning;
• Eliciting and analyzing evidence of student thinking;
• Engaging in self-assessment and peer feedback;
• Providing actionable feedback; and
• Using evidence and feedback to move learning forward by adjusting learning strategies, goals, or next instructional steps.

(CCSSO, 2022)

12

Learning What Our Students KNOW

Giving students the opportunity to:

• Explain their thinking,
• Justify their answers,
• Analyze if their answers are reasonable

13

Formative Assessment Strategies

to help identify acceleration needs.

14

Think about the task

15

Role Play

16

5 minute timer

17

Discuss Your Experience

• Students, how did the teacher’s questions help you make sense of your answer?

​

• Teachers, how did the student responses help you learn what they actually knew about the concept?

• How could this help accelerate learning?

• How does this fit into your idea of acceleration versus remediation?

18

What do we know about our students?

19

What do we know about this student? - 2

20

What do we know about this student? -2 - 2

21

What do we know about these students? -2

bit.ly/EngageOK2022Math1

22

Approach to Address Unfinished Learning

• Whole class needs: plan to build needed scaffolds into upcoming lessons.
• Small group needs: plan differentiated instruction or coordinate to address gaps within intervention periods.

Take Action

23

Reflections

24

Formative Assessment Practices Focus

• Eliciting and analyzing evidence of student thinking
• Using evidence and feedback to move learning forward by adjusting learning strategies, goals, or next instructional steps.

(CCSSO, 2022)

​

25

Reflection

Was the task similar or different to tasks you currently use in your classroom?

​

What might you change about tasks you use and questions you ask?

​

​

26

How would today’s formative assessment strategies help you accelerate the student learning process?

27

Resource Landing Page

https://bit.ly/FormForAccel

28

Brigit Minden

brigit.minden@sde.ok.gov

Director of Secondary Mathematics

29

Student Talk Moves

Math related statements or questions made by students that help them to:

• Link their ideas with others in the classroom community
• Assert their knowledge and share what they KNOW
• Share their reasoning

30

Teacher Talk Moves

Refers to discussion strategies teachers can use to:

• Encourage student contribution,
• Engage in listening to each other,
• Engage with the math content,
• Dig deeply into their own reasoning.

31

Exit Tickets / Probes / Problems

The types of assessments students perform can affect the information we receive. To learn what they really know, try using problems that . . .

• are open ended
• have multiple strategies
• have multiple answers
• require reasoning, explanations, and justifications

32

Vertical Non-Permanent Surfaces (VNPS)

Research shows that vertically visible and easily erasable work areas:

• Increase student thinking and engagement
• Allow for the natural mobility of knowledge to pass between students.
• Allow students freedom to change their thinking.
• Allow students to accelerate each others’ learning.

33

Student Survey / Self-Assessment

Students produce:

• Self-observations focused on specific aspects related to their standards of success
• Self-judgements to determine how well they met their learning goals.
• Self-reactions about how satisfied they are by the result of their work.

34