Five Day Math – Rigorous Assessment Strategies for STAAR Mathematics: Before, During and After Instruction

• 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—

• review
• presentation
• 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.

Day 5

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.