Learning Algebra while Re- Learning the Basics AISD Math Workshops All aisd.htm >to be posted soon...
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Transcript of Learning Algebra while Re- Learning the Basics AISD Math Workshops All aisd.htm >to be posted soon...
![Page 1: Learning Algebra while Re- Learning the Basics AISD Math Workshops All aisd.htm >to be posted soon with links.](https://reader035.fdocuments.in/reader035/viewer/2022062317/5a4d1aed7f8b9ab05997bcaf/html5/thumbnails/1.jpg)
Learning Algebra while Re-Learning the BasicsAISD Math Workshops All
http://generative.edb.utexas.edu/materials/aisd.htm
>to be posted soon with links to others<
http://generative.edb.utexas.edu/materials/aisd09/aisd10.htm
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Theme
“Basics”(verb: “practice”)
Big Ideas(“make sense”)
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What mathematics is this?
When (what grade) is it typically addressed in school?
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Formative
• Designed to provide the immediate, contextualized feedback useful for helping teacher and student during the learning process.
• NOT about just asking summative type questions more often during class
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Evidence
• The evidence shows that high quality formative assessment does have a powerful impact on student learning.
• Black and William report that studies of formative assessment show an effect size on standardized tests of between 0.4 and 0.7, larger than most known educational interventions.
• (The effect size is the ratio of the average improvement in test scores in the innovation to the range of scores of typical groups of pupils on the same tests...)
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Evidence
• Formative assessment is particularly effective for students who have not done well in school, thus narrowing the gap between low and high achievers while raising overall achievement.
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Why we’re here ..
• Unfortunately, the research shows that high-quality formative assessment is relatively rare in classrooms and that most teachers do not know well how to engage in such assessment.
• Black and William also found that most classroom testing encourages rote and superficial learning.
• Teachers do not help each other become good assessors, and they often emphasize quantity of work over high quality.
• Actual assessment practices are often harmful: marking and grading are overemphasized while giving useful advice is underemphasized, and comparing students competitively causes low-achieving students to believe they cannot learn.
• Teachers, it turns out, generally replicate standardized tests in their own assessment practices and therefore lack sufficient information about their students.
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• Black and William discuss what makes for effective feedback from teachers, – such as opportunity for students to express their
understanding, – classroom dialogue that focuses on exploring
understanding, – and feedback which includes opportunities to improve and
guidance on how to improve. – students can reflect on understanding; self-regulate
• They conclude with policy prescriptions, starting with the need to change from a focus on standardized tests to what is still the "black box" of actual student learning and to changing classroom practices, particularly formative assessment.
Where we’re going …
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4x Activity
• Excerpt from a much longer conversation about what would it mean for two Pepsi machines to be the SAME
• One idea that was generated by the kids: It’s not just what you get out (Pepsi), but what you get out for what you put in
• If the machines are the SAME, the Pepsi-Machine graphs (functions) will be coincident (on top of each other).
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24 Sixth-gradersThree first languagesMost economically challenged school in BostonFull Inclusion Classroom
The students’ first use of the calculatorsFirst conversation aboutfunction idea