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The ICE Model


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The ICE Model

  1. 1. The ICE Model I(deas), C(onnections and E(xtensions). Developed by Robert Wilson (Queen’s University). Elaborated upon by Susan Young. Ideas the fundamentals of new learning include building blocks such as the steps in a process, the necessary terminology/vocabulary, definitions, details and facts Ideas are only information. What do Ideas look like? o recognizing numbers o knowing that a triangle has three sides o associating heavy clouds with the probability of rain What do Ideas-level tasks look like? o show a “greater than sign”
  2. 2. o identify the parallelogram o state the slope of the line shown on the graph o graph the ordered pair (2, 6) o measure this angle using a protractor o match the unit “cm” with the appropriate expansion o or fill in the blanks for “in the expression 5x , 5 is called 2 the _______, x is called the ______, and 2 is called the _______ Ideas are “bits and pieces” of knowledge that are best described in terms of simple recognition or recall. Ideas-level demonstrations are set as a basic minimum requirement for success, fitting best with Level two of the provincial achievement rubric. Major student errors and the continuous need for teacher support set Level one achievement apart. Connections • between and among the discrete bits and pieces of knowledge
  3. 3. • made by the learner between the material and their own real- world experiences • ideas are integrated into webs of information and knowledge that is tied together so that learners are not experiencing isolated skills, concepts, rules or symbols. ie. This number _ is 2 less than 9 1 more than 6 small compared to 73 Prime lucky the number of days in a week large compared to one-tenth Consider the concept of seven as constructed by a young child. It is first likely connected to the counting procedure and understood to be less than 10 and more than 2. However, the web of connected ideas can grow large and involved. Van de Walle, p.29 Connections are webs • Estimate the answer to 12/13 + 7/8 • Compare squares and rectangles
  4. 4. • or answer questions like In how many ways can two triangles be different • identify relationships between objects by stating shared attributes • use events from meaningful experiences to describe probability • compare experimental results with predicted results • discuss trends in graphs to draw conclusions about the data Extensions • students are able to use their learning in novel ways apart from the initial learning situation to predict how …; state the implications of …; propose solutions for …; or validate his and others’ thinking • evaluate arguments that are based on data analysis, ask “what if” questions, discuss and defend the choice of a pattern rule, or create problems giving rise to first-degree equations with one variable • the students’ ability to use old definitions and laws to predict new generalizations and conclusions by relating knowledge from several areas • student is able to reorganize prior knowledge and skills creatively or generatively to describe or illustrate new generalizations or concepts across strands or disciplines
  5. 5. Strands Ideas Connections Extensions Totals Number Sense & Typically scores from The verbs associated with The application of Numeration quizzes, homework. Students see how “extensions” suggest that ICE ensures that a Procedural skills remain mathematical ideas build children need grade is more than an Expectations selected important but should be on one another in a useful opportunities to think average of scores. from Ontario weighted in proportion to network of connected deeply, Curriculum other goals that reflect what ideas. Document and the curriculum values. categorized by verb as I, C or E. Spatial Sense & Extension verbs challenge ICE helps to align Geometry Ideas are at the beginning of Students apply ideas in a students to ask questions assessments with the Expectations selected the learning continuum. context or situation. and reason about true goals and from Ontario important ideas. objectives of the Curriculum program. Document and categorized by verb as I, C or E. Patterning & Algebra Extension solutions The final grade is Ideas (only information) are Students recognize that demonstrate a student’s dependent upon the Expectations selected at the lowest level on a mathematics is not a facility in using a variety quality of the from Ontario rubric. laundry list of isolated of mathematical instruments that are Curriculum rules and formulae. representations to add to used to generate the Document and their own understanding grade. ICE can serve categorized by verb and to better communicate to keep a balance in as I, C or E. ideas to others. those instruments. Total 35 50 15 100 • the students’ ability to pose problems and to invoke informed but original experimental designs or experiential methods Generating a grade through the use of the ICE model reflects the developmental nature of learning and can still fit nicely into administrative expectations about marking.