Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd Logo
Upload

Welcome to Scribd!

  • 433 views

    TE 801 Week 5 AZ 2012

    Uploaded by

    zimme223
    This document provides guidance for teachers planning a math unit. It outlines several sections to include in the unit plan: [1] big ideas and standards, [2] pre-assessment and results, and [3] formative and summative assessments. Teachers are instructed to examine student work samples, consider how students might solve problems, and plan next steps. Formative assessments should check understanding throughout and inform instruction. The document emphasizes thinking deliberately about the math concepts and how to address misunderstandings.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd

    TE 801 Week 5 AZ 2012

    Uploaded by

    zimme223
    433 views17 pages
    This document provides guidance for teachers planning a math unit. It outlines several sections to include in the unit plan: [1] big ideas and standards, [2] pre-assessment and results, and [3] formative and summative assessments. Teachers are instructed to examine student work samples, consider how students might solve problems, and plan next steps. Formative assessments should check understanding throughout and inform instruction. The document emphasizes thinking deliberately about the math concepts and how to address misunderstandings.

    Copyright

    © Attribution Non-Commercial (BY-NC)

    Available Formats

    PPTX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document provides guidance for teachers planning a math unit. It outlines several sections to include in the unit plan: [1] big ideas and standards, [2] pre-assessment and results, and [3] formative and summative assessments. Teachers are instructed to examine student work samples, consider how students might solve problems, and plan next steps. Formative assessments should check understanding throughout and inform instruction. The document emphasizes thinking deliberately about the math concepts and how to address misunderstandings.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    433 views17 pages

    TE 801 Week 5 AZ 2012

    Uploaded by

    zimme223
    This document provides guidance for teachers planning a math unit. It outlines several sections to include in the unit plan: [1] big ideas and standards, [2] pre-assessment and results, and [3] formative and summative assessments. Teachers are instructed to examine student work samples, consider how students might solve problems, and plan next steps. Formative assessments should check understanding throughout and inform instruction. The document emphasizes thinking deliberately about the math concepts and how to address misunderstandings.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    You are on page 1of 17

    TE 801 Elementary Math Week 5

    In grade-level groups

    EXAMINING STUDENT WORK

    Make sure that all members of the group first have a chance to examine the artifact of student work

    Questions to consider
    What are two different ways that you anticipate a child might solve this problem? How did this student solve this problem? Can you describe the steps that the student used to solve this problem? Why might the child have done this? What future questions might encourage the child to consider a more efficient strategy? On the basis of the childs existing understanding, what problem might you pose next and how might the child solve it?

    OKAY. LETS PLAN THE UNIT

    After today, start sending me drafts of what you have (That is, post your drafts on the wiki) (Please include your name and date when you submit)

    Section 1 Big ideas


    Explain in your own words what the Big ideas / Essential Questions are for this unit. Also, Common Core State Standards And, CCSS Standards for Mathematical Practice See the Common Core Tab on the Wiki Remember the Strike! Teacher Accountability! You are teaching to the standards, but you are doing it mindfully and thoughtfully Lets take some time for this now

    Section 2 Pre-assessment
    Describe your pre-assessment and your results Explain what the point of this is. What did you learn? How will you use it? I will be giving you feedback on Project 1 Part 3

    Section 2 Summative Assessment


    Design and annotate your summative assessment Again, the key here is the annotationYou are deliberately and thoughtfully connecting your assessment to the big ideas and core standards and objectives for the unit This is not only good practice but looks impressive. Compare this to the teacher who teaches it because they are told to.

    Section 2 Formative Assessment


    Choose three or four different formative assessment strategies that you will use repeatedly throughout the unit. Lets review the Assessment reading (many different types of assessment!)

    Cantlon Assessment
    Formative assessment is Holistic On-going Linked to instruction

    Types of formative assessment


    Content Outcomes Attitude Outcomes Process Outcomes Mediums Exit tickets; Worksheets (that ask for explanations!); math journals; interviews during group work; discussions

    Formative Assessment
    Remember that this ties in with the Blog of Analyzing Student Work Looking at student work What does it tell you about the students understanding (or academic attitude / processes)? How can you advance this students thinking? Thats the key question.

    Section 2
    Describe a system you will use to keep track of formative assessment for individual students (e.g., like the smartness chart) This is a very valuable learning experience.

    Section 3 differentiation
    What are the other resources in your school? How will you utilize them? Based on your formative assessment, what are some things you might do? Please dont say, Encourage the student to come in for extra help. This is not helpful.

    Section 3
    Try to talk specifically about ways that you might analyze the formative assessments, specifically in terms of the math of your unit. What are some of the misunderstandings that you might anticipate, given the content you are teaching? What are some ways that you might advance their understanding when these misunderstandings occur? (e.g., what specific types of learning experiences?) Saying extra help is not thoughtful or enlightening. Its like a doctor saying, Im going to give you extra medicine.

    Lets stop here


    Talk to someone who is teaching a similar subject / content as you for this unit. What are some different ways to formally assess? What are some specific content-based / mathematical things you might look for in this formative assessment? What types of differentiated / unique learning activities might advance these specific misunderstandings? This is the part where you actually have to think about the math!!! I want to make sure we are comfortable with all this before we actually start planning lessons. If we move too fast, you will just start filling out lessons and not thinking about the math.

    You might also like