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Task design CMP@CPP Summer 2018
The document discusses the importance of designing engaging mathematical tasks that focus on equity-based practices and social justice in education. It outlines features of effective tasks, lesson structuring, and various assessment methods to enhance student learning, while emphasizing collaboration, trust-building, and curiosity. Additionally, it includes resources for educators to implement these strategies in their teaching practices.
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Task design CMP@CPP Summer 2018
- 1. Task Design Engaging StudentsThrough Equity-based Practices and Issues of Social Justice. CMP @ CPP June 13, 2018
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- 3. Peek into #MTBoS/ #iteachmath Explore Classroom Chef, This livebinder has even more Engaging Students Through Equity-based Practices and Issues of Social Justice. CMP @ CPP June 13, 2018 Archivist activist Task Design
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- 5. Goals • Build Trust •Do Math Together • Share Strategies and Resources
- 6. Guidelines • Be mindfulof intent and impact • Engage from a place of compassion (open heart) • Replace judgement with curiosity (open mind) • Challenge ideas not people
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- 8. 2 3 How manycombinations can you make? a) Use digits 0-9 to fill in the tens and ones Subtract
- 9. 2 3 Subtract How manycombinations can you make? a) Use digits 0-9 to fill in the tens and ones a) Use digits 0-9 to fill in the hundreds, tens and ones
- 10. 0 2 3 Howmany combinations can you make? a) Use only tens and ones a) Use only hundreds, tens and ones Subtract
- 11. What features do effectivemathematical tasks have?
- 12. What features doeffective mathematical tasks have? The task needs _____ in order to _____
- 13. Design Feature Purpose Curiosity Familiaritywith context Engaging (persistence) Multiple entry points Collaboration Diversity in the task Not just one way of solving Recognizable pattern Relevancy / Student Interest Manipulatives Movement / Music / Modalities Drives questions and creates a context for new learning So Ss can comprehend Keep Ss wanting to explore and try Kids hanging on can stay in it - advanced kid can take it further Confidence and creativity Differentiate (advanced/lower) so not to get boring So you know you get multiple solutions Seeing repetition of pattern Increases engagement and buy-in See it and feel it to understand Engage kinesthetic learning, visual learning
- 15. need for certainty needfor causality need for computation need for communication need for connection and structure http://math.ucsd.edu/~jrabin/publications/ProblemFreeActivity.pdf (pg. 4) Need to Know
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- 17. How do youstructure your lessons? a) Across a conceptual unit a) Within a single lesson
- 18. Share with apartner Why do you organize them this way? Find common features How do you structure your lessons?
- 20. 1)Introductory Task 2)Provision ExpertModel 3)Deliberate Practice 4)Transfer Task Lesson Stages http://cheesemonkeysf.blogspot.com/2015/09/how-people-learn-and-how-people-learn.html
- 21. 1-3 Standards fromTextbook Familiar “Map” to a Unit of Instruction Intro Lecture Endof UnitTest Practice Topic1 Review Mid-Unit Quiz Lecture (Topic 2) Practice Topic2 Lecture (Topic 3) Practice Topic3 Fun(?) Project Familiar Unit “Map”
- 22. Big Ideas, EssentialQuestions, & Valued Learning Goals ≈3-5 Weeks Alternative Unit “Map”
- 23. Big Ideas, EssentialQuestions, & Valued Learning Goals Summative (Diagnostic) Task ≈3-5 Weeks Summative Tasks (≈1-5 days) are tasks or series of tasks that provide students final opportunities to demonstrate understandings, knowledge, and skills related to unit content. Alternative Unit “Map”
- 24. Big Ideas, EssentialQuestions, & Valued Learning Goals One “Map” to a Unit of Instruction Adapted from SVMI Formative (Diagnostic) Task Summative (Diagnostic) Task ≈3-5 Weeks Formative Tasks (≈2-5 days) are open-ended tasks that provide students’ opportunities to deepen conceptual understandings of the unit content AND that provide specific feedback to the teacher on student progress. Alternative Unit “Map”
- 25. One “Map” toa Unit of Instruction Adapted from SVMI Alternative Unit “Map” Big Ideas, Essential Questions, & Valued Learning Goals ≈3-5 Weeks Entry Task Formative (Diagnostic) Task Summative (Diagnostic) Task Entry Tasks (≈1-3 days) are open-ended tasks that uncover what students understand, know, and can do related to the big ideas of the unit. They should be highly accessible to ALL students.
- 26. Big Ideas, EssentialQuestions, & Valued Learning Goals One “Map” to a Unit of Instruction Adapted from SVMIEntry Task Formative (Diagnostic) Task Summative (Diagnostic) Task Expert Task ≈3-5 Weeks* Expert Tasks (≈3-10 days) are investigations or projects that provide students opportunities to develop mathematical ideas and construct viable arguments to compare and contrast their ideas with others. Alternative Unit “Map”
- 27. Big Ideas, EssentialQuestions, & Valued Learning Goals One “Map” to a Unit of Instruction Adapted from SVMIEntry Task Formative (Diagnostic) Task Summative (Diagnostic) Task Lesson Series #1 Lesson Series #2 Lesson Series #3 Expert Task ≈3-5 Weeks* 27 Lesson Series (≈1-5 days) connect assessments and are the flesh of the unit. Ideally they begin with re-engagement lessons designed using data gathered from entry, expert, and diagnostic tasks. Alternative Unit “Map”
- 28. Geoff's Problem-Based CurriculumMaps offer some strong Math Tasks organized in units Summit Learning Platform has a similar effort with more support
- 29. Intro Task Starts withsomething students know Leads to a burning question Preparation for future learning Can be a hands-on experience
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- 32. Act 1: Inquiry- What do we Notice and Wonder Choose a question to solve, make estimates What information do we need? Act 2: Provide requested information Allow for computation Act 3: Reveal - Resolve dissonance Possible extensions 3-Acts
- 33. Robert Kaplinksy's lessons His Open Middle worksheettracks student attempts rather than assuming that students do it correctly once
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- 35. Why? Which One Doesn'tBelong?
- 36. Math Talks (Numberand Pattern)
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- 38. Step 1 Step2 Step 3 Step 4 How many squares in step 43? Visual Patterns
- 39. A great webinarby Desmos Instructional Designer Michael Fenton on how he uses visual pattern problems to get students to make predictions and share their thinking. His questions, What comes next? What else might come next? What comes before? What else might come before? What comes between? What else might come between? Showed some really great variations on the classic visual pattern activity.
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- 41. Play With YourMath
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- 43. Deliberate Practice Immediate Feedback RehearsingExpert Model Interleave worked examples Spiral material throughout the year
- 44. Marbleslides Putt Putt Golf areexamples of purposeful practice by adding a goal state and some context Desmos
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- 46. 90-min Lessons 1) AssessmentTask 2) Common Issues are presented with suggested prompts 3) Collaborative Activity 4) Whole-class Discussion 5) Suggested teacher moves throughout 6) Students address questions on their pre-assessment MARS Lessons MARS Lessons
- 47. Here are somepoints in the plane: (4, 1), (17, 27), (1, -5), (8, 9), (13, 19), (-2, -11) (20, 33), (7,7), (-5, -17), (10, 13) Choose any two of these points. Check with your neighbor to be sure that you didn’t both choose the same pair of points. Now find the rate of change between the first and the second point. Share publicly. What do you notice? WTF Problems
- 48. Variety Matters. Changeit up Walk with your notebook and find a partner. Write the equation of the line passing between your points. Repeat 3 times.
- 49. Making Open Questions- Method 1 - Write down a question and work out the answer. - Make up a new question that includes the answer as part of the question. 339 + 173 3 * * + * 7 * 512 Closed Open Closed Open 40º Find the missing angles in this trapezoid. What are possible angles in this trapezoid?
- 50. Making Open Questions- Method 2 - Write down a complete question including the answer. - Remove some of the question parts or provide alternative solutions. Tina earned the following scores on her last 5 exams: 83, 93, 78, 95, 81. Find the average test score. Tina’s average test score over the last five exams was 86. The highest score was a 95, what might the other scores have been? Closed Open Johnny solved 2x + 4 = 8 and got 2. Susie solved the equation and got 6. Who is correct and why? Closed Open Solve for x 2x + 4 = 8
- 51. 1hr webinar onopen questions by Ontario learning coordinator Mishaal Surti. It has many actionable tips - and some great comments from the educators who were in attendance. link to his materials revealed at the end ;)
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- 59. Let’s Practice 1) Selecta sample problem to make open SBAC practice items 1) Share with your partner to give and receive feedback on your redesign Repeat this process 2-4 times (time permitting) Find more examples and advice at Open Assessment in Math
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- 62. 1) What typeof community of mathematicians and teachers do you view as valuable and why? 1) What type of resources would you like to have shared/share with others in such a community? 1) What kinds of opportunities would you want? 1) What do you wish mathematicians understood about teachers?
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- 64. How many squares canbe drawn by connecting 4 points in this 6x6 grid? Organize your thinking Discussion in 8min
- 65. What mathematical features dowe need?
- 66. Transfer Tasks An inspiringtransfer task takes a learner seriously as a professional, and offers him or her an engaging, in-context opportunity to apply their new learning with all its glorious, messy, gravity-driven moving parts
- 67. MARS Tasks MARS tasks SummativeAssessment Includes Rubric and Scored student work
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- 69. Heather Kohn onEngineering Design Process Engineering Design Process
- 70. Buck Institute for PBL BuckInstitute Resources
- 71. We aren’t alone- Share your practice Explore Classroom Chef for more This livebinder has even more Thank you Evan Rushton @E_Rushton