Be Informed! Christine Lucas, Stephanie Williams

Fort Bend ISDNovember 2, 2013

http://todaysmeet.com/BeInformed

Use sticky notes to indicate the formative assessments that you have used within your

own classroom.

Sticky Bar Self-Assessment

Be Informed!

Links goal-oriented assessment and instruction

Promotes learning as well as informs instruction

Used continuously before and throughout instruction

Encourages students to become more aware of their own learning (metacognition) and the ideas of others

Key Features

Discuss: Formative Assessment

Real Time Practice

Classroom Reflections

Data Decisions

Formative Assessment

Post the answers to a question in the four corners of a room.

Ask participants to go to the corner with their answer.

Allow time for discussion at the corner.

Allow time for explanation of the correct answer.

FA: Four Corners

Let’s Practice

My Classroom Reflection

Grade Level Content

Key Understanding

Structures

FA: Line Ups Each student in the group or class gets one

card.

Students solve the problem then line up in order from greatest answer to least answer.

Teacher verifies the order and provides feedback.

Once the order is correct, students discuss the process they used to solve the problems.

Middle School Example

High School Example

Let’s Practice

My Classroom Reflection

Grade Level Content

Key Understanding

Structures

FA: Extended Response Cards

Mean

Median

Mode Mode

Median

Mean

Front of Card Back of Card

Mean, Median or Mode

The number of customers each day at Joe’s Deli was 62, 50, 63, 58, 61, 122 and 70. Which measure of central tendency best describes this data?

Mean, Median or Mode

Sally’s scores in math are 78, 80, 85, 80, and 75. She receives a 96 on a test. Which measure of central tendency will be most affected by the new score?

Mean, Median or Mode

The students in one middle school homeroom received the following scores on their achievement test: 32, 87, 89, 96, 96, 85, 79, 96, 90, 85, 78, 72, 96, 99, 91, 82, 77, 82, and 81. Which measure of central tendency would make the scores appear the highest?

Extended Response Cards

Parent Graphs

Always, Sometimes, Never

Inverse, Converse, Contrapositive

Area, perimeter, volume

Inequality symbols

Equation, expression, inequality

My Classroom Reflection

Grade Level Content

Key Understanding

Structures

Provide students with a set of statements about content that you are teaching.

Ask students to agree or disagree with each statement.

Allow for time to process why students agree or disagree.

Teach the lesson, then allow time to return to the agree/disagree statements. (Can be used to start a unit as well)

FA: A and D Statements

Let’s Practice

Agree Disagree Statement How could you find out?

    1. The slope of a line can be determined from an equation.

 

    2. The x-intercept for a linear function can be determined from its equation.

 

    3. An equation for a line can be written from information taken from a graph.

 

    4. The range of a function is found by identifying the x-values in a table.

 

My Classroom Reflection

Grade Level Content

Key Understanding

Structures

Provide students with a question or prompt

Ask them to answer it without putting their name on the paper.

When complete, students fold their paper and pass it 3-5 times around the room.

Teacher leads the class through a processing activity, students answer based on the paper they received.

FA: Fold and Pass

Let’s Practice

My Classroom Reflection

Grade Level Content

Key Understanding

Structures

Provide students with a problem to solve.

Then provide students with the strategy harvest.

Ask them to identify their strategy and another one that makes sense.

Or Ask students to identify someone who used a

different strategy and explain their process.

FA: Strategy Harvest

Let’s Practice

My Classroom Reflection

Grade Level Content

Key Understanding

Structures

Use Cartoon Characters to comment about a mathematical idea.

One idea is mathematically correct while the other two are common misconceptions.

Ask students to select the character that they most agree with and write a explanation of why.

Structure the processing of the ideas to reveal student thinking.

FA: Concept Cartoons

Let’s Practice

My Classroom Reflection

Grade Level Content

Key Understanding

Structures

Provide a prompt or question.

Fist to 5 Ask students on a scale of 1-5, show me

your understanding.

Give me 5 Ask students to give me five….answers to

the open ended prompt

FA: Fist to 5 & Give me 5

Fist to Five Identify a point on this line:

Give me Five

Points on the line above

Let’s Practice

My Classroom Reflection

Grade Level Content

Key Understanding

Structures

FA: Odd One Out Select items that lend themselves to

grouping

One item should be able to be ruled out and justified as the “odd one out”

Let’s Practice

My Classroom Reflection

Grade Level Content

Key Understanding

Structures

1) Need to ask more questions.

Data Decisions: 4 ways to go

3) Provide feedback (students have enough understanding that feedback will help.)

2) Need to provide additional instruction. Asking more isn’t going to help.

4) Move on – they have it!

Question <25% 25% – 50% 50% - 75% >75%

1Median

2Mean

3Mode

4Mean

5Median

Back to Mean, Median, Mode

Question <25% 25% – 50% 50% - 75% >75%

1Median

2Mean

3Mode

4Mean

5Median

Back to Mean, Median, Mode

Question <25% 25% – 50% 50% - 75% >75%

1Median

2Mean

3Mode

4Mean

5Median

Back to Mean, Median, Mode

Door Prizes

Stephanie WilliamsSecondary Math CoordinatorFort Bend ISD281-634-1253stephanie.williams@fortbendisd.com Christine LucasSecondary Math Helping Teacher Fort Bend ISD281-634-6855christine.lucas@fortbendisd.com

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