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Transcript of Project QUEST Overview of Framework of Project QUEST The foundation of QUEST The importance of...
Project QUEST
Overview of Framework of Project QUEST
The foundation of QUESTThe importance of Progressions
The Instructional Core
"You don't change performance without changing the instructional core," states Professor Richard Elmore.
"The relationship of the teacher and the student in the presence of content must be at the center of efforts to improve performance."
STUDENT
TEACHER CONTENT
We begin with the end in mind – the learning destination
We begin with them – finding out what they know and need to learn
We listen, watch, and respond thoughtfully, we have a chance to see them in ways no one else might and they have the chance to see themselves that way
The best part of who they are and who they want to be is reflected in our eyes
Students learn more when…
Focus Identifies key ideas, understandings and skills for each
grade or course Stresses deep learning, which means applying concepts
and skills within the same grade or course
Coherence Articulates a progression of topics across grades and
connects to other topics Vertical growth that reflects the nature of the discipline
CCSS Principles Emphasized by Project QUEST
It brings the Instructional Core to life! Students learn at varying rates, and if a misconception in
mathematics develops early, it may be carried from year to year and obstruct a student's progress.
To identify fallacies in students' preconceived ideas, "Uncovering Student Thinking in Mathematics" offers educators a powerful diagnostic technique in the form of field-tested assessment probes--brief, easily administered activities to determine students' thinking on core mathematical concepts.
This resource combines standards, educational research findings, and practical craft knowledge to help teachers deliver informed instruction that strengthens all students' learning and achievement in mathematics.
Why QUEST?
Action research cycle – professional development strategy The teacher notes, included with each probe, have been
designed around the QUEST cycle Designed to question students' conceptual knowledge and
reveal common understandings and misunderstandings, the probes generate targeted information for modifying mathematics instruction, allowing teachers to build on students' existing knowledge and individually address their identified difficulties.
This handbook assists educators with: (1) 25 ready-to-use mathematical probes; (2) Teacher guides for implementing each probe at any grade level; and (3) Examples of typical obstacles and faulty thinking demonstrated by students.
What is QUEST?
Questioning Student
Understanding of a Learning Target
Uncovering Student
Understanding
Examining Student Work
Seeking Links to Cognitive Research
Teaching Implications
What Types of Understandings and Misunderstandings Does a
Mathematics Assessment Probe Uncover?
Identify topic to be taught (content focus) Select the specific concepts or ideas and identify the
relevant research findings (content focus) Focus on a concept or idea to address with a probe and
identify related research findings. Focus on incorrect responses derived from cognitive research findings. (Student focus)
Choose the type of probe format that lends itself to the situation. Develop the stem, key and distracters that match developmental level of the students (Student focus)
Share with colleagues for constructive feedback, pilot with students, and modify as needed (Teacher focus)
Process for Developing Probes
Questioning for Student Understanding
Uncovering Understanding
Learning Progressions Learning Goals and Success Criteria Descriptive Feedback Self and Peer Assessment Collaboration
Five Critical Features to Guide Educators Toward Effective Use of
Formative Assessment
Progressions
A progression describes a sequence of increasing sophistication in understanding and skill
Three types of progressions that correlate with the Instructional Core Standard
Content Learning
Student Task Teacher
Standard
LearningTask
Learning Progression –Based on research on student learning
From Adding It Up: Helping Children Learn Mathematics, NRC, 2001.
• Clearly articulate the trajectory along which students are expected to progress.
• Descriptions in words and examples of what it means to move over time toward more expert understanding.
• Depict successively more sophisticated ways of thinking about an idea that might reasonably follow one another as students learn.
Heritage, M. Formative Assessment and Next-Generation Assessment Systems: Are We Losing an Opportunity. National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Learning Progressions
Clearly articulate the key subconcepts or subskills that constitute progress toward the subcomponent of the standard.
Developed from a strong research base about the structure of knowledge in a discipline and about how learning occurs (ideally).
Heritage, M. Formative assessment: Making It Happen in the Classroom. Corwin, 2010
Learning Progressions
Standards Progressions:Number & Operation in Base Ten
A rich mathematical task can be reframed or resized to serve different mathematical goals goals might lie in different domains goals might lie in different levels
Task/Curriculum Progression
A word from Bill (McCallum)
Learning
StandardTask
http://www.youtube.com/watch?v=a-P9KQdhE0U
3 parts of a trajectory 1. Learning goal 2. Developmental progression 3. Mathematical tasks used to promote learning
“The starting point is the mathematics and thinking the student brings to the lesson, not the deficit of mathematics they do not bring. A standard defines a finish line, not the path. The path begins with the students’ prior knowledge and finishes with the “standard” knowledge. The path itself is described by learning trajectories and mathematical coherences.”
Learning Trajectories…
1. Learning trajectories identify a particular domain and a goal level of understanding.
2. Learning trajectories recognize that children enter instruction with relevant yet diverse experiences that serve as effective starting points.
3. Learning trajectories assume a progression of cognitive states that move from simple to complex. While not linear, the progression is not random, and can be sequenced and ordered as “expected tendencies” or “likely probabilities”.
Adapted from Confrey, J & Maloney, S. Learning Trajectories. Presentation provided to CCSSO FAST SCASS Collaborative. 2010
Five Characteristics of Learning Trajectories
4. Progress through a learning trajectory/progression assumes a well-ordered set of tasks (curriculum), instructional activities, interactions, tools, and reflection.
5. Learning trajectories/progressions are based on synthesis of existing research, further research to complete the sequences, and a validation method based on empirical study.
Adapted from Confrey, J & Maloney, S. Learning Trajectories. Presentation provided to CCSSO FAST SCASS Collaborative. 2010.
Five Characteristics of Learning Trajectories
Closely examine one domain of the CCSS and study it for coherence and focus
Read the progression document for one domain with the purpose of deepening your understanding of the flow of the content
Work toward the use of learning trajectories in lesson planning
The goal of the progression activity
Example of 6-8 team exploring the domain Expressions and Equations
Progressions in Action
Standards Progressions (List domains per grade
level and directions to move to grade band team)
Given an envelope of standards that are assigned to a specific domain, work with a partner to use your professional judgment and arrange them on your chart paper by grade level
Read the learning progressions handout Highlight concepts that have connections
to the standard progressions Check your standard progression for
alignment with the learning progressions and discuss with your team
Note any changes you made
Learning Progressions
Use the standards document to check your arrangement and reflect on the following: Note any changes you made Summarize the mapping of progression process
(be prepared to discuss whole group) Make note of at least two “ah-ha” and “oh-no” What standards for practice did you employ? Your work and the work of others will be used for a
“Gallery Walk” tomorrow!
Check Your Work and REFLECT
K-5 Number and Operations in Base Ten
3-5 Number and Operations – Fractions (includes grade 6 NS)
6-7 Ratio and Proportional Relationships
6-HS Statistics and Probability
Please divide up by grade bands…(about 10
each)
Solve the division problem using two strategies other than the conventional algorithm. Explain and represent your thinking using symbols, words, and diagrams, as appropriate for each strategy then…
Read “Unpacking Division” article Use the “4 Quadrant” handout in your
binder to reflect on the article – we will use this to create a “knowledge package” for division!
Homework