Cfn 602 facilitators' portal



Agenda

← Opening Activity : “Rachel’s Coin Problem”

← EngageNY Sample Module Questions: Anticipating Student Work

← NYS Testing Program, Released Questions with Annotations, Gallery Activity

← Lunch

← Observing a Math classroom through the lens of Domains 2 and 3 of the FfT

← 3-2-1 Exit Ticket, Suggestions for Next Meeting

Opening Activity Reflection

|What elementary CONTENT standards might this task address? |What middle school CONTENT standards might this task address? |

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|Which mathematical practice standards would students utilize in this task? |How might you incorporate this task into current/future units? Where in the |

| |curriculum might it fit well? |

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EngageNY Sample Module Questions: Anticipating Student Work

1. Introduction (5 minutes). Facilitator introduces activity and outcomes for the session.

2. Work-it-out. (10 minutes). Self- Select as a table either middle or elementary level task.

3. Identifying the Math of the Task (10 minutes). Participants identify the math in their tasks and record on their templates.

4. Anticipate Possible Student Solutions (25 minutes). Facilitator models the process of anticipating possible student solutions and their characteristics on the modeling sheet. Participants spend 15 minutes identifying possible solutions to their tasks and the characteristics of those solutions and record on their templates. Participants who worked on the same task spend 5 minutes sharing their solution paths with each another to create a more comprehensive set of anticipated solutions.

5. Develop Instructional Questions (10 minutes). Participants use the samples (from PBS TeacherLine) to develop questions—specific to each of the possible student solutions—that can uncover what students are thinking (assessing questions) and help students work through difficulty/extend their thinking (advancing questions).

6. Reflection (10 minutes). Facilitator asks participants to discuss the following questions, as a group:

a. What new insights do you have about how you would use this task?

b. In the next week, how will you use anticipated solution paths to plan for conferring and questioning?

EngageNY Sample Module Questions: Anticipating Student Work

✓ MIDDLE GRADES LEVEL (7th grade, Module 2, End of Module Assessment)

The length of a rectangular envelope is [pic]times its width. A plastic band surrounds the front and back of the envelope to secure it as shown in the picture. The plastic band is [pic] inches long. Find the length and width of the envelope.

| |Level1 |Level2 |Level3 |Level4 |

|4 |

|Assessment |STEP 1 |STEP 2 |STEP 3 |STEP 4 |

|Task Item |Little evidence of |Evidence of some reasoning |Evidence of some reasoning|Evidence of solid reasoning|

| |reasoning without a correct|without a correct answer. |with a correct answer or |with a correct answer. |

| |answer. | |evidence of solid | |

| | | |reasoning with an | |

| | | |incorrect answer. | |

| | |(2 Points) |(3 Points) |(4 Points) |

| |(1 Point) | | | |

EngageNY Sample Module Questions: Anticipating Student Work

✓ ELEMENTARY GRADES LEVEL (4h grade, Module 3, Mid-Module Assessment)

STUDENT SAMPLE A

EngageNY Sample Module Questions: Anticipating Student Work

✓ ELEMENTARY GRADES LEVEL (4h grade, Module 3, Mid-Module Assessment)

STUDENT SAMPLE B

EngageNY Sample Module Questions: Anticipating Student Work

✓ ELEMENTARY GRADES LEVEL (4h grade, Module 3, Mid-Module Assessment)

STUDENT SAMPLE C

NYS Testing Program, Released Questions with Annotations, Gallery Activity

Gallery Walk Protocol Overview:

In this activity, you will be looking at the released test questions for last year’s state math exam.

Each table is assigned a particular grade level. Each table contains a blue folder with 6 copies of the state exam questions for that grade level, as well as a reflection sheet.

1) Each member at the table will choose ONE of the questions provided. They will then complete the TASK REVIEW reflections sheet for that question. (5 minutes)

2) Share out. Each member shares what they wrote with the group. (10 minutes)

3) Commonalities and trends. The group discusses trends in the types of questions being asked and possible strengths/weaknesses of students. The group then discusses next steps for addressing these trends (i.e. what changes can be made in instruction to pre-emptively address these trends?)The group should record their findings on chart paper. (10 minutes)

|Commonalities/Trends |

|Changes to Instruction |

4) Gallery Walk. Groups spend 5 minutes at each table looking at a different grade level’s questions. Comments may be added to the previous groups chart paper regarding commonalities, trends, and possible ways to address these trends. (5 minutes @ each grade-level station)

5) Share Out. As a whole group, discuss common themes across grade levels, as well as targeted areas we should be focusing on in our classrooms. (5 minutes)

NYS Testing Program, Released Questions with Annotations, Gallery Activity

|Task Review |

|What will students need to KNOW to complete the task? |What will students need to DO to complete the task? |

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|Where might we see students’ strengths? |Where might we see students’ struggles? |

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Observing a Math classroom through the lens of Domains 2 and 3 of the FfT

Activity # 2: Video Viewing

Classroom Objective: Students will be able to use multiple representations to show proportional relationships.

➢ View video and take low-inference notes

➢ Use the rubrics to independently code low-inference evidence to components 2a, 2b, 2c, 3a, 3b, and 3d

➢ Highlight rubric language using the top row descriptor that aligns to your low-inference evidence to each component

➢ Highlight rubric language in the top descriptor row that aligns to your low-inference evidence only for components 3a, 3b, 3c, and 3d

Exit Ticket: 3-2-1 Protocol

List 3 important takeaways from todays meeting:

a)

b)

c)

What would you like next meeting’s focus to be. Check two.

← Formative assessment Strategies

← Aligning tasks to the CCLS

← Questioning techniques in the Math classroom

← Facilitating student discussions

← Supplementing math curricula with resources from Engage NY

← Protocols to use in Math Teacher Teams/PLCs

← Using Math Dashboard with CMP3

← Online/Tech resources available with CMP3/GoMath

← Other _____________________________________

What is one strategy you observed/experienced today that you can implement tomorrow in your classroom:

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ACME PRODUCTS

1225 Industrial Ave.

Collinsville, NY 01010

J. Smith

999 Main Ave.

Jamesville, NY 10101

Plastic Band

20 square meters

5 m

_____ m

You can set up your chart paper like this!

[pic]

3

2

1

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