Formative Assessment

Through Constructed
Response Problems
Building A Problem Solving Disposition
3/4/15

Todays Objectives
Building Awareness of:

Fostering problem solving dispositions

EM4 open response lessons across grades
Instructional moves connected to open response
Connections to M-STEP performance tasks

Instructional Shifts

M-STEP Example Problem

Performance Task Examples
Grade 3
Grade 4
Grade 5

Shifts in Assessment and Instruction

What should we do to prepare ourselves?
What should we do to prepare students?
Which goals are important or realistic for this testing
cycle?
Which goals should we develop moving forward?

Building a Problem Solving Disposition

Its not that Im so smart, its
just that I stay with problems
longer.
Education is not the learning
of facts, but the training of the
mind to think.

Building a Problem Solving Disposition

Many students become easily frustrated when solving math problems.
Anxiety, stemming from self doubt about their abilities or fear of failure,
blocks their progress.
Do any of these questions ever pop into your head when presented
with a difficult problem?
Am I able to do this?
What if I get stuck?
What if it takes me too long to get the answer?
What if my idea is wrong?
What if my answer is wrong?

Building a Problem Solving Disposition

Believing its possible to solve a problem,

Recognizing that confusion is part of the process,
Discovering that persistence pays off . . .
are all components of a problem-solving disposition!

Building a Problem Solving Disposition

This disposition allows our students to:
Check the reasonableness of their approach
Modify their course of action
Self-monitor their solutions
...all without becoming frustrated,
anxious, or discouraged!

Considerations Before the Problem

What is the question?

What data will help you find the solution?
How will you get started solving this problem?
Does this problem remind you of any others we have
solved?
What did you do to solve that problems? Will it work
here?

Considerations During the Problem

Are you blocked?
Should you try a new approach?
Does your answer make sense?
o

Why or why not?

If it doesnt make sense, what could you do?

Considerations After the Problem

How did you solve the problem?

Why did you solve the problem that way?
What was easy or hard about solving this problem?
Can you describe another way to solve the problem?
Which way might be more efficient?
Is there another answer? Explain

Introduce Open Response Lessons

Grade Level Team Discussion
Take a few minutes to read lesson
Attend to components of the lesson design
On chart paper - Build a report of what you
find using guiding questions

Small Group Task - Create Poster

On chart paper create poster that includes information below
1) List the standards of mathematical practice connected to the open response.
2) What are the math content goals for this lesson (CCSS)?
3) Day 1: What is the focus of the discussion? What if any differentiation
supports were present in the lesson?
4) What is needed from teacher to prepare for day two?
5) Day 2: What did you notice or find interesting about the rubric? What do
students gain by re-engaging with the task on day two?

Large Group: Explore Components of

the Lessons
Gallery Walk across
all six grade levels
Step-back and
review

What are the Key Instructional Moves

in Open Response Lessons?
Engage students in Standards of Mathematical
Practice
Model student thinking
Mathematical discourse
Allow for productive struggle

What to be aware of in EM4...

K-5 engagement in problem solving process

Each lesson is designated as 2 days
Each unit has this type of lesson
Every other included this type of activity in the unit
assessment
Increased emphasis throughout the program on
problem solving approach and strategies
Range between 12-14 per year, per grade

Exit Ticket: Quick Write

Reflect on the protocols of the new lesson type
How will you use what you learned in todays PD
session in your practice?
What additional supports and/or clarifications do you
need to implement what you have learned today?