Throughout my first teaching block, this assessment page along with the entirety of my blog will be extremely beneficial for added professional success. Over the course of 6 weeks, I have learned so much valuable and important information regarding assessment and furthermoreThe Growing Success Policies. By having all of this knowledge at my finger tips on my blog, I am able to reflect when needed and find the answers through the documents. The AER Strategy form allows me to view policies when I am questioning something and reflect on the resources I have within it. During the placement, I can continue to build on my Assessment page by adding first hand examples in the classroom to provide more meaning to the policies and sources. It also allows me to reflect on previous posts and learn from those experiences to improve my professional judgement. I can also build upon my AER strategy form by incorporating new resources as I come across them.
English Language Learners and Growing Success:
A beneficial resource by The Capacity Building Series, entitled ELL Voices in the Classroom discusses strategies and ways to successful work with ELL students in regards to the Language Strand- Oral Communication. It best addresses the Growing Success policy English Language Learners: Modifications, Accommodations, and Alternative Programs. Throughout the article is describes ways educators can modify and accommodate learners throughout this strand which is exactly what the Growing Success Document does. Comparing the two resources allows connections between the policy and strategies to be made and furthermore allow the educator to apply this policy in a practical setting.
In a world full of communication between daily conversations whether they be face-to-face, over the phone, or a FaceTime conversation, students often get nervous about presentations, or speeches. At least I was the student, a chatter box but the second I had to make a speech or participate in a debate it was game over. However, oral communication is one of the most important abilities students can gain throughout their literacy development.
Often there is a misconception that oral communication is solely about a speech or presentation, however it is so much more than that and there are many ways we can assess students in this strand. Not only is oral communication based on speaking skills, but it largely incorporates listening skills as well.
As educators we can target our struggling students by:
Boosting confidence
Encouraging and providing instruction to build on strengths and focus on the needs
Provide a safe environment that students can feel confident in speaking in
Allow for lots of practice and group or partner work at an equal level that is not intimating
The Ministry of Education document Think Literacy: Cross-Curricular Approaches provides many examples of activities that can help students build on their oral communication skills. These range from pari work to small-group discussion, to whole-class discussion and presentations. All of which are ways to assess students in this strand.
Examples include:
Think/Pair/Share:
Students discuss a topic with a partner where they reflect and discuss the subject
Jigsaw
Cooperative learning technique that students can actively help one another in learning
Consists of Home groups and separating to an "Expert" group to discuss specific ideas of a topic where they then return to their home group to educate what they have learned
Professional Learning Conversations (PLCs)
Students prepare for a particular topic and as a group they are lead by the PLC leader who guides discussion for a set period of time
Four Corners
As an entire class, students individually make personal decisions on various topics where they can go to four different corners (i.e. Strongly agree, agree, disagree, or strongly disagree)
All of these examples are beneficial in assessing students in the oral communication strand and help to foster confidence and strength in student's abilities. It also demonstrates how differientiated instruction and scaffolding can be incorporated into the strand as it doesn't just expect a student to present the typical debate.
A site that I found to be really beneficial this week The Kid Should See This- smart videos for curious minds of all ages. This can be a great model to demonstrate to students how oral cummincation skills can be valuable in the real world. Students can select a video that relates to their individual interests and prompts them to start discussion or create one related to their interests. Videos such as this can create confidence, and encourage students the value of this skill.
For Example:
YouTube has been a great outlet for people to create videos anywhere from a tutorial to performing a cover. Many of those YouTube stars are students using oral communication to express their thoughts and ideas. By incorporating relatable activities like that, we can have a huge part in building the confidence of our students.
In my technology class this year, I made a TEDTalk which I was 100% afraid to do. However, after completing it, I felt confident in expressing my opinion on a topic that was of interest to me- backcountry camping. Although it wasn't perfect it was a great way to build on the growth mindset that anything is possible!
And maybe one day our students will be on the TEDTalk stage giving a talk or the new Kid President, lets give them the chance to be anything they want to be through building their speaking and listening skills!
In August, I had to complete an online math module that was a prerequisite for this course. Throughout the entire thing, I was absolutely terrified and had this fixed mindset that I would never be able to do this math, and furthermore teach it!
Throughout the course, I have been able improve my mindset and work towards a growing mindset. This was valuable, and really stresses the importance of having a growth mindset with our students. Many students may feel the same way about math however it is important that they know they can do it and it is possible for everyone to do well at math! And WE are the role models to tell them that!
During each session, we learned about different strategies and games that can be incorporated into math lessons, many of which I will use in the future. Fellow classmates also displayed great lessons that were fun and engaging in the variety of math strands. I am excited to take these skills that I've learned in this course and put it into practice when I begin my placement full time in a couple of weeks!
Math is hard, but it can be possible! Be a champion to your students, and help them find the fun and the knowledge through math even if they don't think it's possible! Provide topics that are of interest to them, and incorporate it into other subjects so it's not as intimidating.
Thanks for following the beginning of my life long math learning journey!
How has reading through the Growing Success documents impacted your beliefs about assessment?
Throughout the past five weeks, the world of assessment has been everywhere for me. To say the least, it has been overwhelming. However, this experience I feel is transparent to what our students feel as they are learning each and every day. It has been an important reminder of the process of learning and the challenges that are associated with it. Through these experiences and reading the multiple Growing Success documents, I have become more informed in my assessment beliefs.
The Growing Success document discusses assessment, evaluation, policies and guidelines that we as educators must follow in order to promote success for our students in regards to The Ontario Curriculum. As an educator from Grades 1-12, this is one of the most important documents you can read. Especially for pre-service teacher candidates as it guides you to how to assess students with validity and reliability and furthermore assessment, evaluation, and reporting practices that are fair and equitable for each and every student.
Learning Skills and Work Habits that are expected of students
How to create an achievement chart for future rubrics
The differences between Assessment for Learning, Assessment as Learning, and the Assessment of Learning
Evaluation and Reporting of Student Achievement
Working with Students with Special Education Needs (IEPs)
English Language Learners
It is amazing to look at all these components and grasp that each and every one goes into daily teaching and assessment of students. It demonstrates that there is so much for than the Assessment of Learning or the final product. I have learned so much in the 3 months that I have been in this program and my thoughts and beliefs on assessment have changed greatly. Previously, I would have suggested that assessment means to evaluate based on a combination of products however now I know there is so much more to that. It is important to give students the opportunity to develop their own metacognition and be actively involved in their learning process to truly understand and develop learning goals and success criteria. Not only that but it is exceptionally important that the educator provides students valuable and constructive feedback meaningful to each student. This is where educators need to understand the importance of developing skills to work with all students who learning through visual, auditory, or kinaesthetic means as well as those requiring an IEP or ELL students.
Through being informed and reading and truly understanding these documents, we as pre-service teacher candidates can better our professional judgement and knowledge to be successful in teaching all our unique students as well as assessing the many abilities they are capable of.
This week in math I found to be extremely valuable to me. I gained a lot of clarity through creating a lesson plan, and really began to understand how lesson plans are formed. With that I was also able to make connections with the overall expectations, specific expectations and how they associate with learning goals and success criteria, and furthermore assessment tasks and strategies.
A hard concept to grasp and truly understand has been the difference between Assessment of, for, and as and through practically applying knowledge to the lesson plan it has become more clear!
Assessment FOR learning (formative &
diagnostic assessments):
Used to determine student
progress
Teachers can
adjust learning to meet the needs of the student and provide feedback
Assessment OF learning (summative)
Is the use of a task or an activity to measure, record
and report on a student's level of achievement
Assessment AS learning (peer of self-assessment)
Allows students to use assessment to further their own learning.
Students can
reflect on their own learning and set personal goal
f
Rubrics
We were also provided some valuable tips for creating a rubric and I really gained from this experience. It was as if a light bulb finally went off! Using the achievement chart can be a great way to create a rubric as it follows The Ontario Curriculum and matches the criteria to a category with qualifiers and descriptors that match and are meaningful to the lesson or activity.
Formal Assessment Techniques:
Anecdotal Records
Application Cards
Blog
Brainstorming
Checklists
Informal Assessment Techniques:
Debates
Exit Cards
Gallery Walk
Graphic Organizers
Reflection Journals
KWL Chart
Think-Pair- Share
The Activities:
Mental Math Relay:
A great and beneficial way for students to practice mental math through a fun engaging way
Students line up in teams and are to answer questions as a team
For example, the teacher gives a number where the first person needs to x 2, second - 4, third + 3, etc. on to the original number.
It requires speed, and team work to get the answer
Egg Hunt:
Swayze, R. (November 25, 2016). Egg Hunt Towns. (Online Photo)
Retrieved from: personal photo from personal library
This activity was amazing, and one I will definitely bring into my classroom. It was engaging, challenging, and very fun! Students get in pairs, and work through the problem together. The object of the activity is for students to collect as many eggs as possible while they travel around Ontario throughout different towns. Each town has a different number of eggs hidden there, and students can only travel a total distance of 4000 km or less. The starting and end point was St. Catharines and if you passed through a town more than once you could only collect the eggs once. This activity was exceptionally challenging, and my partner and I were able to get a total of 58 eggs out of a possible 75. It took us multiple times to reach this, and I would be intrigued to see a way where people could get more eggs.
This activity has the ability to be expanded
by students finding the kilometres themselves, or solving problems along the way. I also appreciated the cross curriculum associated with it, and the real life application. As they were the correct kilometres in distance it was a great way for students to conceptualize the distance between various Canadian cities and towns.
Swayze, R. (November 25, 2016). Egg Hunt Map. (Online Photo)
Retrieved from: personal photo from personal library
Nicubunu.(2016) Dancing Cartoon Blue Man. (Online Image) Retrieved from:
http://www.freestockphotos.biz/stockphoto/15596
Data Management and Probability
Three Sections:
Collecting Data
Data Relationships
Probability
This week, we looked at the final strand for mathematics and I completed my lesson presentation on Data Management targeted at a Grade 4 level. After completing my undergraduate degree in Kinesiology, I have a strong want to improve the physical literacy of students along with their academic literacies. With that, I had students complete jumping jacks for 20 seconds where they would be conducting their own experiment and collecting their primary data. From there we looked at how we would create intervals, and plot them on a bar graph by grouping the data. I think this was a fun lesson and could be expanded into a great 50 minute lesson in the future. I really liked having students get up and active while still learning (even though there was a lot of negativity). Through actually physically being involved in the experiment, I feel students can develop a strong conceptual understanding of data management.
One thing I learned from this presentation is that lessons don't always go as planned, and your students are not always going to be receptive to what you thought was an incredible idea! However, you have to push through and make decisions on the spot to better it and ensure the understanding is being achieved. It is important to create student engagement and have good classroom management skills so all students pay attention.
Next Steps To Expand with the Grade 4 Lesson:
Simple surveys or experiments about themselves and their environment
Stem and leaf plots, double bar graphs (creating and interpreting)
Draw conclusions from data in other charts and graphs (primary and secondary data)
Median
Compare data in charts
Predicting probabilities and explain reasoning
Accuracy through more trials
The other presentation on Probability showed a similar style of lesson in which students conducted their own experiment whether they had coins, dice, or cards. And they calculated the probability of whether they would flip heads or tails, roll a certain number, or pick a certain suit. Again by students participating in the experiment they are able to make strong conceptual understandings. Especially with using these manipulatives that can be transferred into board games or cards, it allows for life long learning in this strand.
Swister, P. (March 19, 2007) Person Playing Cards. (Online Photography) Retrieved from: https://www.flickr.com/photos/swister/426950151/in/album-72157615724428979/
Data Management and Probability are very important strands for students to understand as they have great real life connections such as weather forecasting, calculating statistics, money, or games and recreation for example. With that, they will always be surrounded by this. With that we need to ensure students have an understanding and can make those connections with the real world.
Lesson Plans
One of the biggest challenges with lesson plans as of late is that we are creating them for an unknown audience. I find this to be exceptionally difficult because I don't know what the abilities of the students are or the modifications I need to make. It is also difficult not having a full grasp on what a grade can do. We see it through the curriculum expectations, but without forming those relationships with students, we really don't know what they are capable of! My partner and I found this to be a problem when we were trying to find a suitable activity for our target grade- Grade 8's (which we both have as a placement). After researching for ideas we are making some headway on our lesson plan, but we continue to find it difficult relating to students capabilities!
Ouadi, O. (2013). Cursive Writing
(Online Photo) Retrieved from: https://www.flickr.com/photos/ouadio/
How can we tap into the minds of our students, and unravel the creative ideas they have to the page? Creative writing can be very challenging for a lot of students, and it is important that as future educators we recognize different ways that students can present their ideas. I can remember being in school, and not being very fond of writing because I experienced a "writer's block" while trying to get ideas from my mind to the pieced of lined paper. However, I don't recall being provided many other exercises to dive into those creative skills.
Recently we participated in a writing workshop activity that demonstrated 4 examples of how students can get creative with their writing. Groups divided into written response, short story, graphic novel/ comic, and digital video. All exercises met the Ontario Curriculum's Overall Expectations in the Writing Strand:
Generate, gather, and organize ideas and information to write for an intended purpose and audience
Draft and revise their writing, using a variety of informational, literary, and graphic format and stylistic elements appropriate for the purpose and audience
Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively
Reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process
I completed the written response section where I followed instructions to answer the question what is fear? To prompt my writing I was asked to look at pictures of potential fears and then write two short stories where I was timed for five minutes and then select the one I liked best to expand on. I felt very stressed when doing this as I was under a major time crunch and I didn't feel I had enough information to answer the question in a way I liked, but it forced me to put the ideas to the paper. This activity demonstrated the importance of drafting work and focusing on getting the ideas to the page, then adding more, followed by editing and revision.
How else can we as educators get students creative about writing?
1. Writing Prompts
Prompts are beneficial in getting students to start their creative writing process. While some students may know what they want to talk about, others are more resistant and picky. WriteShop has many writing prompts for a wide range of ideas.
Possible examples include:
Pictures that inspire ideas
Writing something that goes along with a song
Pulling a Popsicle stick out with a prompt
Picking a note from a Writing Jar
Rolling a dice and picking a prompt
2. Story Starters
Story starters can be very fun and creative and come from a wide range of genres. Below are a couple examples
The year is 2050...
The day the books in the library started talking...
Yesterday, Grandpa came up with the craziest invention...
I came across an interesting application Scholastic Story Starters Scrambler where students can spin the wheel to make a fun and exciting story starter such as:
3. A Great Book
When students are interested in a novel, it can inspire them to write! They could build off a story by providing an alternate ending or a sequel. Or they can add words to a wordless book! The options are endless and it just requires a bit of creativity to spark the imagination in students!
It doesn't have to presented through pencil and paper...
Part of inspiring creativity is to allow students to further demonstrate their stories and creative pieces through an outlet that is valuable to them. Although, I am a huge advocate for writing to be done through pencil and paper to enhance fine motor skills, I still think it's important for the final piece to be presented in a meaningful way to the learner. Through this, autonomy is created and students have an active role in their individual learning. Our class demonstrated this choice as I mentioned earlier the various outlets we could choose from. I thought the diversity was excellent.
Overall, students will have the same important format of: brainstorming & prewriting, drafting, revising, editing, final draft, and reflection while writing by their products will be different.
"Effective learning comes from integrating technology as a learning tool"
This week we discussed measurement and had creative presentations to demonstrate how students utilize estimation and then apply it. This was completed through cutting magazine pictures out and comparing or tracing your hand on 1 cm graph paper, and 2 cm graph paper to conceptualize the differences.
Measurement has three different stages in which students define and compare two things to determine which has a greater measure. This is the estimation and investigation stage. Then nonstandard units define measurement based on things like length, cubes, etc. where finally a standard unit is assigned such as: metre (m), centimetre (cm), or millimetre (mm) for example. Through this, students are able to challenged their critical thinking skills and have the skills to apply the knowledge of appropriate units, and conversations.
During my placement, I had the opportunity to see a grade 7 class learning about measurement and in particular these concepts:
Linking real-life applications of measurement
Comparing 3D shapes of same volume
Length, perimeter, area, volume, and capacity
Looking at even more complex shapes 2D shapes
Starting to use formulas of perimeter and area of more
complex shapes (trapezoid)
Volume and surface area and relationship
Selecting most appropriate units, conversions, getting
into conversions of area units
The lesson started with students estimating various measurement values including what would be compared to a mm, cm, m, km and then looking at those values in the squared concept (area), and finally the cubed (volume). Following that we had a very hands on interactive activity where students were to estimate how many grade 7's would fit in the metre squared that the teacher had created. Guesses included 7, 8, 15, 18 students. Then they were able to participate by seeing just how many of them they were able to fit. The end result- 12! It was taken one step further by adding volume (metre-cube). They now had to work as a team to see how they would fit students in while incorporating height.. There were many creative ideas. This lead into discussing density, and how to pack things in tightly without wasting space. It lead to a discussion on chips and questioning why there is air in them. The teacher had a bag and demonstrated to the class how big the bag is and how the chips can move "freely". He then squished the chips to show the true capacity.
This activity was extremely inclusive and engaging! It incorporated real-life application to measurement, and forming relationships. Students then worked on conversion problems with no class room management issues. I think this was because they were truly excited and invested in their learning! It was a really awesome experience to see, and a great example of how to make the math topic of measurement fun and engaging!
I really liked the scavenger hunt provided in class and I think it would be a great way to encourage students to be hands on, and looking for those real-life applications in their world. As an outdoors enthusiast I loved that it was outside, and allowed students to be healthy and active while learning. This is a great tool that I will likely use in the future and adapt to other concepts.
Swayze, R. (November 10, 2016). Math Scavenger Hunt. (Personal Photo) Retrieved from personal library.
Measurement is an excellent strand to demonstrate real-world application, and the importance manipulative like a ruler, protractor or a measuring tape to guide us in finding correct measurements and calculations. Through the estimation phase, students can appreciate this when they compare their estimates to real values.
This week we looked at probably one of the best math topics (in my opinion): Geometry and Spacial Sense! I really enjoy this section because I find it can be very interactive and a great way for students to use hands on learning with the shapes. In this case, students can look at a shape on a 2-D level or a 3-D level.
Swayze, R. (Nov 4, 2016). Asteroid Pattern.
(Personal Photo)
Retrieved from personal library
The previous week during a Structured Experience Day, I observed a Grade 5/6 class complete a lesson on geometry. The teacher provided a great example of the lesson coming from the page to the stage. In which using the shapes at the front, she showed students what they would be doing on a background camera. This made the once tiny shapes a more inclusive lesson to all students to see. In this activity, they were to take various shapes like hexagon, rhombus, squares, diamonds, etc. and put them together to create other shapes. In pairs, they were to discuss and sort their creations on whichever sorting method was valuable to them. Whether it be the number of sides, lengths, or angles. This was an excellent way for students to use the hands on portion of the 3-D and trace 2-D components on their pages. It also challenged their critical thinking skills, and spacial awareness.
A similar example was provided during a presentation, and I loved that students were able to create a piece of art out of the shapes. In our case, we made an astroid. I thought this was very engaging and was at a level for all students to be successful! It could be expanded by having restrictions on which shapes to use, or a discussion on why a student chose the shape they did.
What makes this strand of math so successful is having the visuals and 3D objects for students to use. They are able to visually, and kinaesthetically apply their learning. It is a great manipulative that always students to conceptualize what the different shapes are and provides spacial sense. Furthermore, to incorporate technology into the lesson, providing a game which shapes would be an excellent idea!
Another activity, I really enjoyed was incorporating the coordinate sheets. Our activity was entitled River Riding, where we created our masterpiece based off of assigned coordinates. I think this is an excellent activity for all ages; to begin how to use X & Y coordinates and for the older grades to review how to place X & Y coordinates. To expand, it would also be fun to let students create their own pieces and exchange with a partner to allow them to be involved in their learning.
Swayze, R. (Nov 4, 2016).
Asteroid Pattern. (Personal Photo)
Retrieved from personal library
Lesson Plans
Recently in the last two weeks we have been completely engulfed by lesson plans and it's a great way to practice for the "real world" experience! I find one of the most challenging components of lesson plans is ensuring that all students needs are being met and ensuring that all IEPs have been effectively included in the plan. With that, another important component is knowing that your lesson may not go as planned and to be prepared for the possible changes! Overall, it's exciting to start applying our knowledge and getting closer to being eduacators!
Reading, a concept that is in our daily lives from reading road signs to cooking instructions or menu options. When it comes to reading books, and reading texts in our classrooms, how do we know students are grasping the information, taking it in and truly understanding it?
A concept that has been following me everywhere lately is Inferring During Reading. In everything we do we are inferring meaning whether it be that challenging text, or through conversations with friends. With that I feel it's an important concept to emphasize as adolescents need to learn that skills to socially infer as well as the ability to critically infer and understand longer more complicated texts.
"Expert readers go beyond the directly stated facts of a story and make inferences- they connect seperatre pieces of information, make guesses about missing scenes and data, and elaborate on story facts to make a more complete story" (Wilhelm, 2001).
3) Figure out the meaning from words they don't know or are unfamiliar using contact clues
4) Figure out purpose of text
5) Find the intentions of the author
6) Decide on any biases an author has
7) Form interpretations of the text
8) Determine key ideas from a text by possibly noting reparation of words, phrases or equivalents
9) Piece information together by forming patterns
10) Interprete additional information in story, and seeing if it fits with key concepts
Strategies to Implement Inferring in Classrooms:
Alberto, G. (2011, June 17). BookTree. (Online Image). Retrieved from: https://www.flickr.com/photos/ albertogp123/5843147711/in/album-72157626860633221/
While evaluating the Reading Strand of the Ontario Language Curriculum, we looked at how to infer the short story Eleven by Sandra Cisneros. I really enjoyed this activity and took a lot of valuable skills from it. I like that students were able to draw and make connections right on the story itself. I think it is also brilliant that there is a note section beside it. Activities were provided on the side for the teacher to implement including: syntax, voice, similes, setting, hyperbole, and images. It was a great guide to introduce the critical thought of inferring and eventually the teacher can create autonomy by gradually releasing students based on their abilities. It is also a great way to highlight all students strengths and weaknesses. Maybe others need to focus on one component that is weak to them and others are strong in that area. It allows teacher's to individualize student's work, and focus on IEP needs. Through this students are able to think more critically and make better connections to the reading they are doing. By developing these skills, eventually students can apply their inferring skills in many ways!
I recently came across a blog called Teaching Inference to Big Kids with a Picture Book. Immediately, I was interested. In it she describes reading a book called The Lion and The Mouse by Jerry Pinkney. The unique thing about this book is that there are no words but only illustrations.
Through Claim Evidence Reasoning (CER) Method:
Claim - what you know Evidence - how you know it Reasoning- why you know it
The Grade 5 class as a group completed the graphic organizer while reading the book. After each page, they would discuss what they interpreted what was happening and would converse with their elbow partner or reading buddy. What I found interesting is that she mentioned students were discussing "incredible conversations... without even reading words."
This emphasized that students infer without even knowing that they are, and it is an important skill for them to learn in academia as well as social skills. I think this is amazing concept and I definitely intend on using this a lot during my placement. The past week I noticed in classrooms from Grade 2/3, Grade 5/6 and Grade 8 all had strategies for Inferring Reading.
This Youtube Video shows Grade 5 students creating their own interpretation of the picture book, which is a great way to assess how students are inferring!
There are many cool ways and strategies to educate students on inferring. I definitely want to implement a task like this in the future. I like the creativity and the critical thinking skills that students can expand on while inferring.
"To read without reflecting is like eating without digesting"- Edmund Burke
Albright, Antho
ny. (2010, February 5). A Rainbow of Fruit Colours. (Online Photo)
Retrieved from: https://www.flickr.com/photos/anthonyalbright
/4713744246/in/album-72157624182277761/
When I was learning algebra, one of the biggest struggles I had was that math, a subject I originally thought could only be based on numerical values, now could have letters. What a mind-blowing and potentially scary concept for a Grade 5/ Grade 6 student to comprehend. So how can we teach our students this without creating further misconceptions?
A great way to bring this concept into the lesson is providing everyday experiences to help them understand, and furthermore to show them that each and every day they use algebraic thinking. In Miss Bunz example when grocery shopping for specific recipes you want to combine the two for simplicity. This shows algebraic thinking. The example used in class were:
Swayze, R. (Nov 4, 2016). Smoothie Recipe. (Personal Photo)
From there students can combine both recipes by finding common ingredients or "collecting like terms" such as bananas, where they would write: banana(x), or Bx= B(2) because they need two bananas. I really like this exercise as it removes the scare factor of algebra. However, like the use of manipulatives, it is important that students grow and are not dependent on this concept for too long.
Swayze, R. (Nov 4, 2016). Smoothie Recipe. (Personal Photo)
It is important to create a comfortable environment for students to learn about algebra. We can express this to them by not even saying its algebra initially! Then after the activity they can learn that they completed it and in the end, algebra really isn't that scary of a concept!
Another strategy that Miss Bunz showed that I really enjoyed goes as follows:
2a + 3 = 9: For example if we cover 2a, the student would then only look at the 3 and the 9. Then students only need to focus on subtracting the 3 from the 9, resulting in 6.
2a=6: Now students can divide the 2 to isolate a: 2a/2= 6/2 = 3
Therefore a=3
I like this strategy as it removes the many steps in the equation and simplifies it to make it less intimidating for students.
Fibonacci Sequence
I thought the presentations this week were really great at highlighting the importance of integrating real life examples and one concept that stuck out for me was the "Fibonacci Sequence". I had never heard of this before, and after going through it, I am so surprised I haven't. I liked this mathematical concept as it very much related to art. I thought this is a great way to demonstrate to more art-minded students how math and art can be combined. As well as the many examples in our world that associate with this incredible sequence.
Duncan, C. (2013, December 14). Fibonacci Sequence Spiral. (Online Photo)
Retrieved from:https://www.flickr.com/photos/duncan/
16792284082/in/album-72157594472135114/
Mori, Cleber. (2012, November 12). Sangria Familia Stairs. (Online Photo)
Retrieved from: https://www.flickr.com/photos/c
leber/8282670491/in/album-72157605201788610/
Strategies to Aid ELL (English Language Learners) Students:
The journey of tech has come to an "end". But has it? Really it's only the beginning! This course has taught me so much and I am so excited to integrate all this wealth of knowledge into the classroom! Initially completely terrified, I am now excited to create these projects and work with the tools to make them better each time! I really enjoyed the format of this course using Gamification and Genius Hour. Check out the TPACK page for more information on the gamification badges I earned throughout this journey.
Something I learned outside of the technology realm was the amount of support my fellow peers, and instructor offered one another. It was really cool to see people working collaboratively together, and helping whoever needed it. I thank all of the people who helped me through my not so tech-savy moments!! It is stressful when something is not going right or is a difficult concept to grasp, many of us experienced this throughout this course- but the key factor is having PATIENCE. This is a word I know will constantly be in my mind as a future educator!
This course taught me the importance of redirecting the learner from a FIXED MINDSET to a GROWTH MINDSET. Throughout the past 5 weeks this has definitely occurred for me as an individual regarding technology and making my digital footprint. With this transformation it enables me to understand how to help develop a growth mindset and I look forward to creating this in future classrooms!
School is not only a grade based environment but rather a holistic environment where development of many disciplines needs to be considered when making assessment on learning including; intellectual, cognitive, emotional, social, and physical development. Majority of an individual's growth and development occurs throughout their entire school journey, and as teachers, it is important that we take that into consideration. As well as the various different learning styles; visual, auditory, kinaesthetic and the many different abilities in our classrooms. With that, it is imperative that we consider all of this when making assessment.
Assessment needs to be provided in many ways to assess all learners instead of only providing standardized tests. Personally, tests were a horrible indicator of my knowledge and always has been. I am very anxious when it comes to testing and no matter how much I study, I completely blank on the test. However, if you give me written assignment or a oral presentation, I can do really well! With those experiences in school from grade school to my undergrad degree, I questioned my abilities as a student. Now, I realize the importance of having multiple ways to assess students as one style doesn't fit all.
I do understand the need for it as it provides a guideline of student's understanding and where teachers may need to focus more on a topic. But the idea that test marks mean everything needs to be removed. It is important to create a positive growth mindset in the classroom and passionately teach our students how to think critically, enjoy learning, and be good contributing citizens in the world. It is also important to educate students on life skills as it was discussed today that not all students will go to post secondary.
How can we Assess Students?
Swayze, R. (October 28, 2016). Assessment Triangle. (Personal Photo)Retrieved from personal library
By incorporating many different ways of assessment, we can evaluate our learners in multiple ways and see which areas they do well in and which they don't. It also allows them to demonstrate their knowledge on the topic. Through observation and conversation , teachers can observe and converse what students are doing and anecdotally note their progress. For example if students demonstrate good knowledge through these areas but not product, we can understand that maybe tests are not strong for students. This diagram is a great example of how students can be evaluated and should be to allow all areas to be assessed.
I am always searching for activities that will engage students in the "setting the stage" portion of the lesson. Students are already in engaged in conversations with fellow peers, and participating in social media. With that, it is very important as an educator to get the attention of our students early, and keeping them interested in the lesson.
Swayze, R. (October, 2016). Follow Me Cards (Personal Photo)
Retrieved from personal library.
My math instructor, Rebecca Bunz does an excellent job of engaging myself and fellow Teacher Candidates. Today we learned about "Follow Me Cards". It was a great inclusive strategy that gets the class up and working together. One person begins by saying " I have __ x __". While the next person follows with the answer to that question. And they then say their multiplication question. The activity continues until everyone has had an opportunity to answer. I like the possibilities with this activity and how it eliminates students from relying on manipulatives.
The presentations this week demonstrated great examples of how to teach rates and proportions. I liked the incorporation of relating to real life scenarios and the possibilities of widening the lesson to other subjects. Recipe cards and dividing food groups were used as lesson examples. While another lesson incorporated The Price is Right in the Lesson making the lesson fun. I will definitely be taking these strategies into my future classrooms to truly engage students.
Swayze, R. (October 2016). Food Groups Rates and Proportions. (Personal Photo) Retrieved from personal library.
Swayze, R. (October 2016). Recipes Rates and Proportions. (Personal Photo) Retrieved from personal library.
Misconceptions
As a future educator and especially in math, it is important to be aware that students can misunderstand a lesson and what is more important is the strategies we use to help them learn it is a misconception.
Strategies to Help Students with Misconceptions:
1. Identify the misconception with the student and help students rebuild from their knowledge and form correct conceptions
2. Have them write down what they know and consider different ways to teach the subject
3. Associate real life examples or things that are meaningful to help explain to them (i.e. if your student likes hockey incorporate that into the discussion)
4. Help students develop skills to challenge their own misconceptions
5. It is important to not rely on one method but encompass many different strategies.
Misconceptions are a learning experience for both the educator and the student. It's important to understand that one strategy may work for one student and not another! It takes patience and collaboration to develop strategies geared towards each student's individual needs.
"Education is not the
learning of facts, but the training of the mind to think"- Albert Einstein
