Rigorous Assessment Strategies for STAAR Mathematics: Before, During and After Instruction (Grades 3-8)
Presenter: Beatrice Moore Luchin
Workshop Time: 9:00 am - 4:00 pm
Registration fee: $850 per person for non-members (all 5-days)
$750 per person for Texas ASCD members and Cypress-Fairbanks ISD (all 5-days)
Dates: October 21 - 22nd, 2014 | December 2 - 3rd, 2014 | January 8th, 2015
The Berry Center, 8777 Barker Cypress, Cypress, TX 77433 (Houston Area)
To register, click here
Click here for a copy of the flyer.
For more information call 1.512.477.8200
Summary: This 5-day academy is designed to provide participants with instructional and assessment strategies that target struggling students in the content area of mathematics. The academy will focus on the strategic use of graphic organizers (both teacher-directed and student-directed arrangements) and assessment strategies that can be used to complement existing programs and curriculum already in place. Participants will be provided planning time to develop plans that incorporate the use of Graphic Organizers and STAAR Assessment Strategies for current and upcoming topics of instruction during each session.
- Graphic Organizers: Participants will learn the components of graphic organizers, how to use graphic organizers within classroom routines to assist students in organizing and retaining information. For example, they will see how the use of a sequence diagram can help students represent sequential processes of an algorithm and solve a mathematical problem. Research indicates that use of Graphic Organizers is effective for helping elementary, middle school and secondary students organize and remember content area information, help students develop higher level thinking skills and promote creativity.
- Assessment Strategies: Participants will be engaged in discussions and activities that address formative classroom assessment designed for both individual tasks and cooperative group tasks. These assessment options are designed to (1) increase students' understanding of concepts through verbal interaction with peers, (2) provide feedback to the instructor on the cognitive processes students use to answer questions, (3) reinforce the classroom learning environment, and (4) model a variety of assessment methods. Because group work is targeted, additional strategies for forming groups quickly and efficiently and, at the same time, to vary the composition and sometimes the size of the groups throughout a lesson will also be addressed in this academy.
Tentative outline for the 5-days:
Days 1 and 2
Focus: Use of Graphic Organizers
Participants will learn to effectively use Graphic Organizers and be able to—
(a) Consistently, coherently, and creatively use Graphic Organizers
(b) Employ teacher-directed and student-directed approaches; and
(c) Address individual needs via curricular adaptations
(d) Create lesson plans that utilize Graphic Organizers to include one or more of these key components:
• guided practice
• corrections and feedback
• independent practice
• weekly and monthly reviews
• formative assessment
The intent is to also shift the focus when working with struggling students from basic skills instruction in isolation, to the instructional focus supported by the TEKS and the NCTM Principles and Standards for School Mathematics (2000) includes teaching higher-level thinking, reasoning, and problem-solving skills that are embedded in real-world situations. Participants will engage in activities that illustrate how and why Graphic Organizers are a valuable tool for assisting struggling students with basic mathematical procedures and mathematical problem solving. At the end of the session participants will be knowledgeable of the following: What is a Graphic Organizer? Why Use Graphic Organizers for Content Instruction? What Are the Components of Graphic Organizers? How do I Use Graphic Organizers in My Classes?
Participants should bring and use resource and curriculum materials for day 2 to develop plans that incorporate the use of Graphic Organizers for current and upcoming topics of instruction and be prepared to collect student samples of work to bring to session 2 to share.
Days 3 and 4
Focus: Assessment for Individual and Small Groups Tasks
Participants will participate in a gallery walk where artifacts will be shared during the morning.
Continue to work on use of graphic organizers
Assessing Individual Tasks Participants will explore the use of formative assessments and be provided with strategies designed to assist them with how to ascertain how students are progressing in their learning. Formative assessments to be explored include student demonstrations, written projects, and interviews between teacher and student. The intent is that these formative assessments not be used for grading purposes, but provide both teacher and student with valuable feedback about the student’s progress. The desired outcome is that participants use this information to make informed decisions about their teaching, such as adjusting the rate of instruction, assigning remedial activities, and planning alternative experiences.
Assessing Small Group Tasks Participants will become acquainted with research and activities that illustrate how to assess learning is inherently social and gain a better understanding of how collaborative learning provides social stimulation of mutual engagement. This mutual exploration, meaning-making, and feedback often lead to better understanding on the part of students, and to the creation of new understanding as well. Participants will become familiar with specific strategies assessment strategies including Guided Reciprocal Peer Questioning, Double Entry Journal, Send-A-Problem, Paired Annotations, and Focused Listing will be explored and illustrated.
Participants will bring sample of student work to share and discuss in a small group setting. What worked/did not work will be a facilitated discussion. Participants will begin to make plans for future use of strategies.
Final Reflection activities will be conducted as well as additional planning time to prepare for the remaining school year and use of the content and knowledge gained from the institute.
Some of the content from Day 5 will be adjusted based on the results of Days 3 and 4.
Beatrice Moore Luchin is an outstanding teacher who genuinely cares about children and is passionate about the teaching of mathematics. She has devoted her career to working with struggling students, especially in the area of mathematics. She is a past member of the Board of Directors for the National Council of Teachers of Mathematics and is the co-author of Algebra I, Algebra II, Mathematics Applications and Connections Courses 1, 2, and 3, and Helping Your Struggling Student Be More Successful in Mathematics (Grades 5-8).
Who Should Attend: Elementary, Secondary Math Teachers, Mathematics coaches, Lead Teachers, and Administrators.
To register, click here.