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CCC-M F2F meeting_140130

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CCC-M Project

CCC-M Project

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  • 1. Creating, Collaborating and Computing in Math Enhancing the teaching and learning of mathematics using technology Riverside School Board and McGill University- January 30th, 2014
  • 2. Agenda 9:00 9:30 9:45 12:00 13:00 14:00 14:45 15:00 15:30 Teacher updates List of challenging concepts Look, Create, Share and Post Lunch Look, Create, Share and Post (continued) Formative assessment Reading assignment discussion Survey Wrap-up
  • 3. Teacher Updates Please share with us what you have done lately in your classroom in relation to technology
  • 4. Challenging Concepts Use the cue cards at your disposal and prepare a list of concepts that are challenging for your students The cue cards will be collected and the responses will be typed and displayed
  • 5. Look, Create, Share and Post Look- observe a demonstration of a Smart math tool Create- use the math tool to create a short lesson/explanation on one of the struggling concepts Share and Post the Flip way- Create an introductory video to the lesson/explanation you have just created and post it on Edmodo
  • 6. Formative Assessment Flip •Differentiated Math Practices Formative •Differentiated Assessment Math Practices
  • 7. Teacher Self-Assessment Complete the Differentiated Math Practices Rubric The results are for personal use only
  • 8. Research Based Principles Build supportive and self-directive class climate norms (Andrade, 2010). Clarify learning targets and convey them (Wiliam, 2010). Pre-assess before each topic and continuously engineer discussions, activities and tasks all along that are purposefully designed to elicit specific student understanding (Wiliam, 2010).
  • 9. Involve students in using assessment data and teacher feedback to inform next steps they will take in their learning (Wiliam, 2010). Use assessment data to group students for differentiated activities via centers, varied tasks, projects, performances and presentations (Tieso, 2005).
  • 10. Use assessment data to further challenge and support all learners. Differentiate homework and graded assessments.
  • 11. Key Strategies for Differentiated Classroom Supportive Classroom Climate Conveyed Unit Targets Continuous Assessment Student Self-Direction Flexible Student Groups Data-Informed Instruction Differentiation of Student Work
  • 12. Continuous Assessment Formative assessment means simply using an assessment to inform instructional adjustments Formative assessments is used to inform the next step needed for students to succeed It is assessment FOR learning
  • 13. Continuous Formative Assessment Assess Activate Learning Plan lesson Convey targets Adjust Provide Feedback Activate learning Assess
  • 14. Types of Formative Assessment Pre-Assessment or during the learning cycle Reflections or self-assessments Response systems (or paddles) Ticket-in or Ticket-out Engineered discussions Tasks Activities Quiz Peer checking (correcting)
  • 15. Technology and Formative Assessment What technological tools are at your disposal to implement formative assessment? What types of formative assessments have you used? Let’s share!
  • 16. Characteristics of Good Assessment See the handout with the same title. Does your assessment plan include/convey? A balance of content and processes A variety of formats Appropriateness for its purpose Alignment of needs and expectations Fairness for all students (iep and non iep students) Promotion of self-assessment A measure of growth over time Setting of realistic expectations
  • 17. Reading Assignment (from Flip the Classroom)
  • 18. Survey Dr. Alain Breuleux and Dr. Gyeong Mi Heo
  • 19. Homework Keep posting on Edmodo! Integrate 1 form of formative assessment into your practice (using technology) be it pre-assessment or during the cycle. Reading from Flip the Classroom
  • 20. Thank you and have fun! Dr. Alain Breuleux: alain.breuleux@mcgill.ca Dr. Gyeong Mi Heo: gyeongmi.heo@gmail.com Karen Rye: karen.rye@rsb.qc.ca Tina Morotti: tina.morotti@rsb.qc.ca Sandra Frechette: sandra.frechette@rsb.qc.ca

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