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# STOM formative assessment presentation

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This is the entire presentation. Fun Formatives to Accelerate your Students' Learning.

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### STOM formative assessment presentation

1. 1. Fun Formatives to Accelerate Student Learning<br />JaimieFoulk—Physics First Instructor<br />Marsha Tyson—Oakland Jr. High School/PF Instructor<br />Ann Neubauer—South Shelby High School<br />http://www.slideshare.net/mtyson<br />
2. 2. Summative vs. Formative Assessment<br />When the cook tastes the soup, that’s formative; when the guests tastes the soup, that’s summative.<br />Teachers use formative assessments to modify instruction and see how much students are understanding.<br />Students can use also use formative assessments to evaluate their own understanding.<br />
3. 3. Formative Assessment Strategy 1<br />COLORED PAPER SORT<br />Pink slip--Write down some of the different types of Summative Assessments you have in your course<br />Blue slip--Write down some of the different types of Formative Assessments you have in your course<br />Let’s Sort and Share!<br />How could you use this strategy to assess student understanding TOMORROW OR THE NEXT UNIT?<br />
4. 4. Formative Assessment Strategy 2<br />FRAMING QUESTIONS<br />What do you think?<br />What do you think your students will say?<br />How could you use this strategy to assess student understanding TOMORROW OR THE NEXT UNIT?<br />Let’s Share!<br />
5. 5. Box-O-CarsLearning with Motion Diagrams<br />Purpose:Describe the motion of several toys and match them with motion diagrams?<br />Observations—Describe how each toy looks when it moves NOT why it moves. Match a motion diagram card with a toy or make your own. One car may have multiple motion diagram cards.<br />WHAT IS A MOTION DIAGRAM?<br />
6. 6. Teacher Talk<br />Suppose that you had a car which was leaking oil at regular intervals. Drip, Drip, Drip!<br />Each oil drop represents where the car is at that moment in time.<br />You then put an arrow in-between representing the velocity vector.<br />We model the position of the object with a small point. At each position, the object's velocity is represented by a vector.<br />Match a motion diagram card with a toy or make your own. One car may have multiple motion diagram cards.<br />
7. 7. Formative Assessment Strategy 3<br />4 CORNERS<br />Take your car and motion diagram and go to your toy corner. <br />Talk with the other people about which car they selected and why.<br />Let’s Share!<br />How could you use this strategy to assess student understanding TOMORROW OR THE NEXT UNIT?<br />
8. 8. Formative Assessment Strategy 4<br />TASK CARDS<br />Use the task cards sheets to fill the pictures and graphs out as we go.<br />
9. 9. Position vs. Time graphs vs Motion Diagrams<br />Teacher Talk<br />
10. 10. Motion Diagram from Position vs. Time Graphs<br />Teacher Talk<br />
11. 11. Position vs. Time Graphs <br />Teacher Talk<br />We know from the motion diagram earlier that this object speeds up. It goes in a positive direction because the slope is positive.<br />Position (m)<br />Time (sec)<br />
12. 12. Position vs. Time Graphs <br />Teacher Talk<br />How does this object move?<br />Position (m)<br />Positive Direction<br />Slowing Down<br />Time (sec)<br />
13. 13. Position vs. Time Graphs <br />Teacher Talk<br />How does this object move?<br />Negative Direction<br />Speeding Up<br />Position (m)<br />Time (sec)<br />How does this object move?<br />Position (m)<br />Negative Direction<br />Slowing Down<br />Time (sec)<br />
14. 14. Formative Assessment Strategy 4<br />TASK CARDS<br />Cut the cards out into pieces and place them face down.<br />Repetition!! Repetition!! Repetition!! <br />How could you use this strategy to assess student understanding TOMORROW OR THE NEXT UNIT?<br />
15. 15. Velocity vs. Time Graphs <br />Teacher Talk<br />We know from earlier this object moves:<br />Positive Direction<br />Speeding up<br />Position (m)<br />0<br />Time (sec)<br />
16. 16. Velocity vs. Time Graphs <br />Teacher Talk<br />We know from earlier this object moves:<br />Negative Direction<br />Speeding up<br />Position (m)<br />0<br />Time (sec)<br />
17. 17. Velocity vs. Time Graphs <br />Teacher Talk<br />We know from earlier this object moves:<br />Positive Direction<br />Slowing Down<br />Position (m)<br />0<br />Time (sec)<br />
18. 18. Velocity vs. Time Graphs <br />Teacher Talk<br />We know from earlier this object moves:<br />Negative Direction<br />Slowing Down<br />Position (m)<br />0<br />Time (sec)<br />
19. 19. Formative Assessment Strategy 5<br />GAME CARD FOLDABLE<br />Fill out the game card and fold into 4 strips<br />How could you use this strategy to assess student understanding TOMORROW OR THE NEXT UNIT?<br />
20. 20. Formative Assessment Strategy 6<br />PAPER PASS<br />Teams of 3 or 4<br />Practice using pictures, graphs and motion diagrams for more complicated scenarios<br />Hint: Acceleration comes from the slope of the V vs. T graph (either + or -)<br />How could you use this strategy to assess student understanding TOMORROW OR THE NEXT UNIT?<br />
21. 21. Formative Assessment Strategy 7<br />VERSATILES<br />Makes review a lot more interactive<br />Differentiated learning is a lot easier<br />Give students valuable information about how well they understand the content.<br />How could you use this strategy to assess student understanding TOMORROW OR THE NEXT UNIT?<br />
22. 22. Formative Assessment Strategy 8<br />PICK-A-HOLES<br />Makes review a lot more interactive<br />Differentiated learning is a lot easier<br />Give students valuable information about how well they understand the content.<br />How could you use this strategy to assess student understanding TOMORROW OR THE NEXT UNIT?<br />
23. 23. Formative Assessment Strategy 9<br />WRAP AROUNDS<br />Makes learning units/vocabulary more interactive<br />How could you use this strategy to assess student understanding TOMORROW OR THE NEXT UNIT?<br />
24. 24. Formative Assessment Strategy 10<br />EXPERIMENTAL DESIGN FLIPPABLES<br />Makes learning experimental design fun and engaging.<br />
25. 25. Questions/Things to Share?<br />Thank you for coming!<br />