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CCC-M Project
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Creating, Collaborating and Computing in Math
Enhancing the teaching and learning of mathematics using
technology
Riverside School Board and McGill University- January 30th, 2014
9:00 Teacher updates 9:30 List of challenging concepts 9:45 Look, Create, Share and Post 12:00 Lunch 13:00 Look, Create, Share and Post
(continued) 14:00 Formative assessment 14:45 Reading assignment discussion 15:00 Survey 15:30 Wrap-up
Agenda
Please share with us what you have done lately in your classroom in relation to technology
Teacher Updates
Use the cue cards at your disposal and prepare a list of concepts that are challenging for your students
The cue cards will be collected and the responses will be typed and displayed
Challenging Concepts
Look- observe a demonstration of a Smart math tool
Create- use the math tool to create a short lesson/explanation on one of the struggling concepts
Share and Post the Flip way- Create an introductory video to the lesson/explanation you have just created and post it on Edmodo
Look, Create, Share and Post
• Differentiated Math PracticesFlip
• Differentiated Math Practices
Formative Assessmen
t
Formative Assessment
Complete the Differentiated Math Practices Rubric
The results are for personal use only
Teacher Self-Assessment
Build supportive and self-directive class climate norms (Andrade, 2010).
Clarify learning targets and convey them (Wiliam, 2010).
Pre-assess before each topic and continuously engineer discussions, activities and tasks all along that are purposefully designed to elicit specific student understanding (Wiliam, 2010).
Research Based Principles
Involve students in using assessment data and teacher feedback to inform next steps they will take in their learning (Wiliam, 2010).
Use assessment data to group students for differentiated activities via centers, varied tasks, projects, performances and presentations (Tieso, 2005).
Use assessment data to further challenge and support all learners.
Differentiate homework and graded assessments.
Supportive Classroom Climate Conveyed Unit Targets Continuous Assessment Student Self-Direction Flexible Student Groups Data-Informed Instruction Differentiation of Student Work
Key Strategies for Differentiated Classroom
Formative assessment means simply using an assessment to inform instructional adjustments
Formative assessments is used to inform the next step needed for students to succeed
It is assessment FOR learning
Continuous Assessment
Assess
Plan lesson
Convey targets
Activate learning
Assess
Provide Feedbac
k
Adjust
Activate Learning
Continuous Formative Assessment
Types of Formative Assessment
Pre-Assessment or during the learning cycle Reflections or self-assessments Response systems (or paddles) Ticket-in or Ticket-out Engineered discussions Tasks Activities Quiz Peer checking (correcting)
What technological tools are at your disposal to implement formative assessment?
What types of formative assessments have you used?
Let’s share!
Technology and Formative Assessment
See the handout with the same title.
Does your assessment plan include/convey? A balance of content and processes A variety of formats Appropriateness for its purpose Alignment of needs and expectations Fairness for all students (iep and non iep students) Promotion of self-assessment A measure of growth over time Setting of realistic expectations
Characteristics of Good Assessment
Reading Assignment(from Flip the Classroom)
Dr. Alain Breuleux and Dr. Gyeong Mi Heo
Survey
Keep posting on Edmodo! Integrate 1 form of formative assessment
into your practice (using technology) be it pre-assessment or during the cycle.
Reading from Flip the Classroom
Homework
Dr. Alain Breuleux: [email protected]. Gyeong Mi Heo: [email protected]
Karen Rye: [email protected] Morotti: [email protected] Frechette: [email protected]
Thank you and have fun!
