Big Ideas and

Mathematics Instruction

Thinking Big about

Planning and Assessment

Wel

com

e,

Intro

duct

ions

and

Ot

her S

tuff

SENIOR (10 – 12)WORKGROUP

Establishing Norms Start and end on time. Contribute to a safe learning environment

that encourages risk taking; be kind. Listen actively; speak fearlessly. Invest in your own learning and the

learning of others. All electronic communication devices off

except during lunch/break. Suffering is optional!

Frid

ay M

orni

ng9:

00 –

12:0

0

The Plan1. Growing Success – What

do you know about it?2. Big Ideas for Functions

Break Time3. Course Trajectories and

Big Ideas4. Sorting Expectations –

which one’s are important to you?

5. Consolidating …

Conversation TriadsIn your package, you will find a card. On the card is a number labelled input or output, or a function.

𝑦=𝑥3+𝑥2−6 𝑥Example

Input = -2

You need to form a triad consisting of the people who have the corresponding input/output values for a particular function.

Output = 8

Have A Conversation About …your knowledge of the new Growing Success (assessment policy) Document.What does it say about professional judgement?

What methods can teachers use to collect evidence of student achievement?

Growing Success contains a new learning skill: Self-Regulation. What does that look like to you?

Frid

ay A

ftern

oon

2:30

– 4:

45

The Plan1. CIIM: Case Study2. Creating an Assessment

Plan for a Unit of Study3. Sharing the Plan – Gallery

WalkBreak Time

4. Providing Feedback (A4L)5. Revising the Plan6. Planning an AoL

Component

Big

Idea

s Abo

ut

Func

tions

What are your “Big Ideas” when

teaching students about functions?

Big Ideas About FunctionsOn the wall are a number of posters with a course heading on each.

Go to the course that you enjoy the most and, record what your big ideas about functions are.

Working Groups

Form new

groups based

on the course

cluster that

you are going

to work in.

Look at the Big

Ideas for each

course in the

cluster, and

consider:

1) Are there

certain BI’s that

are consistent

across all three

courses in the

cluster?

2) Are you able to

identify any

new BI’s for

your cluster?

Write the function BI’s for your

cluster on the coloured sticky

notes at your table. Post them

on the wall.

Find your next conversation triad:

Have A Conversation About …Some of the assessment “jargon” in the Growing Success Document.

What is the difference between the terms Assessment for Learning and Assessment of Learning?

Where do you encounter opportunities for Assessment as Learning and how do you use this?

Constructing an Assessment PlanChoose one of the courses from your cluster. Use the “fishbone” organizer, below, to help you develop an overall view of assessment for this course.

Constructing an Assessment PlanNext, focus on a single unit that deals with functions, and construct a detailed assessment plan.

Gallery Walk

Giving and

Receiving

Feedback

• Post your comments using the

question stems supplied.

• Take the feedback your group received

and revise your plan accordingly.

Planning an AoL ComponentPlan an AoL activity that will be a component of your unit assessment. Some suggestions are:• Product Design a rich investigation or

problem-solving task.• Observation Create an observation

checklist to assess a student’s use of the mathematical processes on a task.

• Conversation Construct a framework to assess a student’s understanding of specific expectations during an interview/conversation.

Satu

rday

Mor

ning

9:00

– 11

:30 The Plan

1. Patient Problem Solving2. Planning Instruction

Break Time3. Looking for Alignment4. Culminating Discussion –

Looking Ahead5. Evaluation