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: alain.breuleux@mcgill.caDr. Gyeong Mi Heo: gyeongmi.heo@gmail.com

Karen Rye: karen.rye@rsb.qc.caTina Morotti: tina.morotti@rsb.qc.caSandra Frechette: sandra.frechette@rsb.qc.ca

Thank you and have fun!