Guided Math- Assessment Chapter 8

I can not believe that this is almost the end of this book! I have thoroughly enjoyed reading this book and blogging about it with this amazing group of educators!!!

I am linking up again for this awesome book study about Guided Math! We have discussed so much over the past couple of weeks. If you are contemplating using this process in your classroom then this is definitely the resource for you. Laney Sammons is amazing! 

Today our chapter is focused on assessment and how it is done during Guided Math. I have to say I loved the description of assessment at the beginning of the chapter. They compared it to inuksit of the Native Americans. These are manmade markers stacked in the shape of people and are used to navigate the tundra. Well, assessment should be markers used to navigate instruction. We need assessments to create effective instruction but assessment should not be the focus of our instruction. it should be a guide not the instruction itself!

We gather evidence throughout our math instruction. This evidence provides us with a snapshot of what our students can and cannot do. We take this evidence and we use it during our guided math conferences to create goals and to increase our students success and abilities. Assessment is merely a process that we use to review the evidence of student learning. 

Formative assessments such as checklists provide valuable information to students and their parents. It provides teachers with a plan to improve their instruction. Provides a starting point for differentiation. 

In order for students to be successful they need to know precisely what they need to work on and what they can do successfully. Feedback is so important. Assessments should never be given without feedback. I do not mean a happy face written on the test or a good job!

But one must remember that we can not assess students if we ourselves do not know what is needed in order to be successful. This is where checklists and rubrics come into play. these are great tools to use to insure the students are getting what they need!

Here is a copy of a checklist that I will be using during my Guided Math Conferences:

So assessment is important to navigate our instruction. But Feedback is important as weel!

Remember, Feedback needs to be:

*immediate

* understandable

*related to learning

*specific

*about the math performance not the student

Also, remember that the students should be allowed to give their own feedback as well!

But before I end, I want to stress one thing, yes, formative assessment is important for instruction and so is periodic summative assessments but that does not mean meaningless testing and assessment is needed or tailors instruction. Another note: State Testing does not give the whole picture. This is merely a test. State Tests are not assessments. I love how the author explains assessments on page 244- "Assessment is more then testing- it is evaluating students' progress, their understandings and misconceptions, their ability to solve problems and to think critically, and their ability to apply their knowledge in new situations." and she also states that "Assessment not only keeps the students accountable, it keeps teachers accountable."

As usual here are a couple of questions for you to explore!

Don't forget to enter the giveaway and to go visit some other educators and see what they have to say about assessment!

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Oh My!!!!! I Love My Pout Pout Fish!!!

I am linking up this week with Deanna Jump for her weekly book linky! Can I tell you that I just love this linky!!!! Well, I am very excited this week to share my book!

So here is my story!!!!!! I go into school and see a package! Of course I was soooooo excited because I love to get packages, I mean who doesn't, right????? So I  open the package and what do I see??????

Yes!!! And inside it is signed with a personal message to me and my students!!!

I could not wait to read this! It is his latest adventure and I just adore the Pout Pout Fish!! I have all of his books and I have read them over and over again!!! Well, I wasn't disappointed and neither was my 6 year old when I read it to her via Skype!!!!!!

The pictures are as cute as ever! The story is easily related to by the kids. My daughter said, Mom, I felt like that too my first time in school (Mind you she is only going into First Grade so she has just finished her "First" time in school but of course she is a big girl now. That is a whole other story, LOL!)

I love how tired he is after writing! This reminds me of my littles during writing time!

I can not wait to share it with my math classes because it shows them in math class!!

I love how it shows how happy he is after he completes his picture and his day at school! I love the self portrait!!!!!!

So this book has given me so many ideas to do with my littles when we go back to school! I already do self portraits but we are going to do self portraits of themselves doing math since I am focusing on Guided Math! We are also going to share our school experiences during morning meeting! Our journals will be about school as well as our favorite Pout Pout Fish Book! I see many graphs and opinion pieces being created and shared!!! So that is my book this week!

Oh and look, attached to the book was a letter from the author herself!! I know pinch me now!!! This has got to be one of the best packages I have ever received! Thanks, Deborah Diesen!!!

So click on the picture below to see what others are sharing this week!!!

The Literacy Teachers Playbook Chapter 4 Creating an action plan

I am linking up again this week for the book study on The Literacy Teacher's Playbook. We are discussing chapter 4: Practice Over Time. This chapter has so much valuable information that we had to break it into three separate discussions!!!

Creating an Action Plan 

When we are creating an action plan, we should keep in mind the SMART goals. These are goals that are:    

S- Specific

     M- Measurable

   A- Attainable

R- Realistic

T- Timely  

So we have chosen our goals based on the SMART model, now what? Well, now we need to create a plan. First let's look at our goal. Does it relate to one skill or to multiple skills? What strategies will we use to attain the goal? What is the difference between a skill and a strategy?

We must remember that a skill is a behavior or a process whereas a strategy is the procedural. A strategy is how we are going to accomplish the skill and a strategy is also a scaffold. Once they are able to do the skill it is automatic and the strategy goes away or is no longer needed.

There is a great chart for reference in this chapter for the goals, skills and strategies for inferring, finding meaning, focus during reading and writing workshops, and the concept of words/spacing.

Another thing the author shares with us is to place ourselves into the students place when we are working on an action plan. 

Many teachers would love to be handed a list of strategies and be done. Unfortunately, there is no such list. Many strategies are created as educators and authors go along. One thing is for certain, when we do create our own strategies, we must insure that they are authentic and easy to demonstrate. When we are creating our own strategies reflect on our reading, how well do we comprehend, how well do we do a close read, etc. 

This is a great beginning point! Here are some other resources for you to use when creating an action plan for literacy:

        

The Literacy Teachers Playbook Book Study Chapter 4 Part 1

I am linking up again this week for the book study on The Literacy Teacher's Playbook. We are discussing chapter 4: Practice Over Time. This chapter has so much valuable information that we had to break it into three separate discussions!!!

Creating an Action Plan 

When we are creating an action plan, we should keep in mind the SMART goals. These are goals that are:    

S- Specific

     M- Measurable

   A- Attainable

R- Realistic

T- Timely  

So we have chosen our goals based on the SMART model, now what? Well, now we need to create a plan. First let's look at our goal. Does it relate to one skill or to multiple skills? What strategies will we use to attain the goal? What is the difference between a skill and a strategy?

We must remember that a skill is a behavior or a process whereas a strategy is the procedural. A strategy is how we are going to accomplish the skill and a strategy is also a scaffold. Once they are able to do the skill it is automatic and the strategy goes away or is no longer needed.

There is a great chart for reference in this chapter for the goals, skills and strategies for inferring, finding meaning, focus during reading and writing workshops, and the concept of words/spacing.

Another thing the author shares with us is to place ourselves into the students place when we are working on an action plan. 

Many teachers would love to be handed a list of strategies and be done. Unfortunately, there is no such list. Many strategies are created as educators and authors go along. One thing is for certain, when we do create our own strategies, we must insure that they are authentic and easy to demonstrate. When we are creating our own strategies reflect on our reading, how well do we comprehend, how well do we do a close read, etc. 

This is a great beginning point! Here are some other resources for you to use when creating an action plan for literacy:

        

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The Value of Guided Math Conferences

I am linking up again for the book study for the book, Guided Math Conferences. This post is a little behind. I guess life interrupted me! LOL!

I will be posting two posts this week since I am behind! This post is about the Value of Conferences. 

Of course, we have all heard the term Rigor. If you have not I am a little surprised because between the Common Core and every teacher resource, professional development and article, Rigor is mentioned at least a zillion times. 

Guided math conferences provide us with the information needed to make our math instruction more rigorous and meaningful to each of our littles. Through one on one conferences, we are able to see what they are successful in and what they need a little tweak with. 

One must remember that being proficient in math does not mean they have the right answer it means that they can think critically about math. This is where the rigor enters their little world.

Thinking critically about math is when your littles can:

*consider questions and problems

         *take information to form conclusions

                    *think open-mindedly, think outside the box

                                                      *communicate effectively with each other to share their findings and find solutions 

 Shen we conference with them, we are able to model this! Modeling is so important for our littles to be exposed to on a consistent basis. They need to see it not just be told how to do it!

Learning Through Their Eyes

It is important for us as educators to be able to see the world of Mathematics through the eyes of our kiddos. When we are able to sit and reflect on the day and understand their thinking behind their thoughts and processes that is when we will grow as educators. Keep in mind that you can not see their thoughts through tests or homework. This is learned through conferencing and observing.

Guided Math Conferences for Formative Assessment

Formative assessment provides us with a snapshot of what our kiddos know and do not know. it provides us with information of what they need to work on and whether or not they are understanding the processes that are being taught. It is through formative assessment that we are able to tailor our instruction to meet the individual needs of the students. But it is also a tool for us to use to reflect upon our own teaching and whether or not we were effective.

Conferencing is a great formative assessment. Here we are sitting one on one, listening and observing as they proceed to problem solve in front of us. We are able to model when they need assistance and to provide positive reinforcement as well as creating goals to reach based on their abilities.

Self Assessment

Self assessment is probably one of the most valuable tools we can instill in our students. Conferences provide a safe environment for them to look at themselves and assess whether or not they are understanding or at their best. This will provide the framework for goal creating, meaningful goals!

Features of self assessment:

* Teachers and students discuss expectations of learning

* Students critique their own understanding and work

* Students use feedback to revise their work and to take steps to increase their comprehension

Conferencing provides them with the safe environment to really take a look at their abilities and create meaningful goals that will enrich them as mathematicians. They will learn how to look at their work and assess it honestly and meaningful.

There are 5 strategies for effective guided math conferences for assessment. They are:
1. help students develop a clear understanding of their learning goals and how they will know when they meet those goals.
2. Guide the conversation with questions to elicit evidence of student learning, both content and process, and/or misconceptions and gaps in foundational knowledge and skills.
3. Encourage students to reflect on their mathematical understanding so that they assume ownership of their learning.
4. Provide specific feedback to let students know both what they are doing well and what will move them forward in their mathematical learning.
5. Use the information gathered during the conferences to identify a teaching point to move student learning forward.

These are found on pages 44-46 in the Guided Math Conference Book. 

     Feedback

What is feedback? Feedback is effective information that helps us reach our goals. It should be nonthreatening and helpful. Effective feedback does not cause the students to hyperventilate and go into cardiac arrest!

Remember these little tidbits about effective feedback:

* It should be clear and focused. It should be understandable.

* It should be user friendly

* It should be honest and respectful

* It should be given in a timely manner- not 2 months later

* It should not think for the students it should prompt them to do the thinking

* It is differentiated

*It should follow instruction so that it can focus on what they understand

* It should align with the goals

* It should address the mathematical process not the student personally

* It should provide the students with things they can immediately use to increase their performance

Goals, accountability, Mathematical communication and building relationships

These are all important aspects of the Guided Math Conference!

Goals, goals, goals. There have been a lot of talk about goals. These conferences provide us with the opportunity to help the student establish and attain their own personal mathematical goals.

Accountability- students during the conferences are expected to do more then just solve the problem. There is communication between the student and the teacher. They demonstrate their ability and knowledge of the mathematical processes and ideas.

During the conferences, the teacher is able to take a moment and model and teach new steps or steps that need some more practice. 

Encouraging Mathematical communication is an important aspect. The students are given the opportunity in a nonthreatening environment to share and explain their mathematical thinking. They are able to gain verbal fluency and learn what is effective math talk. 

Building relationships is one of the most important aspects. The students are forming a relationship not only with the teacher but with math itself. Math is no longer the dreaded subject. It is through the positive relationships that are formed through these conferences where all students will take risks and improve their mathematical abilities. Relationships are created through respect and praising.

Wow, a lot of information but it is valuable information regarding Guided Math Conferences!

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Guided Math Conferences Book Study Chapter 1

I do not know what happened but when you pull up my first post for this book, all you get is the linky. Here is my post on chapter 1

I am so excited to be linking up for another book study on Guided Math. This is an amazing way to teach math in your classroom. The first book study was about the process of Guided Math and what is Guided Math. This book study is focusing on the conferencing part of the Guided Math process. This is the book we are reading! It is written by the Guided Math Guru, Laney Sammons. She also wrote the first book we have been sharing with you!

So What is a Guided  Math Conference? The author Laney Sammons explains to the readers that a guided math conference is a one on one conversation with students about their math work. They have to have a purpose, a predictable structure, students lines of thinking are pursued, teachers and students both have roles, and teachers show the students that they care. This is found on page 16 of this book! 

What do Guided Math Conferences do? They:

1. support the learning of new concepts

2. assist us in meeting the unique needs of each student

3. extend and deepen the understanding of numeracy. 

4. help students develop the mathematical concepts and understanding they will need to perform everyday skills and tasks.

5. assist the student in verbally explaining and understanding the mathematical concepts

6. assist the student in communication about math

There are three different ways that we meet with our students for math. We need to make sure that we truly understand the difference in each of these meetings. The three ways are: conferences, math interviews and small group instruction.

Math Conferences versus Math Interviews

First, both of these are done one on one and yes they both provide us with some useful information but the difference is the math interview is not a part of the Guided Math process. The math interview is focused on a task given by the teacher to the student. The interview provides you with information about that task. similar to assessment and it provides you with information to shift your instruction when needed but the conference provides an overall picture. Also, since the conferences are not long, they are easily performed more frequently.  Feedback is provided during conferences not the interviews and the teacher is learning the successes and weaknesses of the student. 

Laney Sammons says that the major functions of the conference are Assessment, Feedback and Instruction! Love this!

Math Conferences versus Small Group Instruction

Both are essential parts of Guided Math and they both provide us with valuable information for differentiating instruction. 

The differences are many. Let's see:

1. small group involves 2 to 6 students where conferences involve only 1

2. small group instruction has a minilesson as well as tasks for the students to do where the focus of the conference is to provide immediate feedback.  A learning strategy may be introduced during conferences.

3. Length of the two is different. Small group lasts about 15 minutes where the conferences last about 5 minutes. 

4. Small group focuses on a skill the group is having difficulty with where the conference focuses on the current work of the student.

The conferences have a structure. It is important to follow the structure in order for the conferences to be successful. The structure of a Guided Math Conference is:

* research the understandings and the skills of the students

* Decide what is needed 

* Teach to student needs

* Link to the future

There are several different types of Guided Math Conferences. each type focuses on something different. Here are the different types:

Compliment Conferences- focus is to motivate the students

Comprehension Conferences- focus is on extending the understanding of the mathematical concepts

Skill Conferences- focus is on assessing the skills and extending them. Both process and computational skills.

Problem Solving Conferences- focus is to explore the student's problem solving skills and strengthen their strategies

Self Assessment and Goal Setting- The teacher and students focus on the progress of the student together and establish goals.

Recheck Conferences-  The focus is on checking to see if the students is using the skills they have been provided.

Conferences provide us with a wonderful opportunity to see what the students are successful with an what they need assistance with. They are a time where we can sit and have some meaningful communication with our students!

I am so excited to have read this chapter and begin the journey of Guided Math in my classroom. 

The hosts for this chapter are Thinking of Teaching and Primary Inspired! Click on their names to read their awesome posts and insights of this chapter. There are also other awesome educators who linked up so be sure to read what they have to share as well!

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Notice and Note- A Final Post

Happy Tuesday!!! As we all know that saying All Good Things Must Come To An End! This is the last post for our Notice and Note Book Study! I have to say this has got to be one of the best books I have read in a while about Close Reading. The authors are amazing. There are some great videos on YouTube and We have created resources for you to use throughout! I have the honor of being the host for this finale! So here we go:

As we wind down our reading of this phenomenal book, we must keep in mind the goal that we all have! That goal is to create thoughtful, reflective and engaged readers! Through the six signposts and our love of reading, this is a goal that should easily be achieved!

The authors stressed throughout the book the importance it is to model, model, model and explain. All six signposts have been explained. examples of lessons provided and questions that we may have had been asked and answered! There are surveys, reading logs, posters and worksheets located in the appendix. All ready and available for you to use! This is what makes this book an amazing resource! We are not left on our own. We have a model to go by! 

I love the way the authors discussed getting lost in a book. It is so true when our students hear that they think, wait a minute, getting lost is not a great thing and yes, there are times when getting lost is not the best thing for one to become. Becoming engrossed with the characters, wanting to know what is going to happen next, and can not wait to reach the conclusion! Teaching students to love to read and to become immersed and lost in their books is a great accomplishment. 

The authors have provided us with the road map to this. They have provided us with the means to create lessons for the six signposts and to help them navigate their way through these stories! 

Losing themselves in a good book is important but so is finding themselves as well. Having our students read a book, put it down and be able to relate their life, feelings, ideas, or even understand things around them more thanks to this book, well that my friends, is one of the greatest accomplishments a reading teacher can achieve!

 The authors said it best when they said on page 191 , " Literature enables us to see our world and ourselves more clearly, to understand our lives more fully!"

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