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Big Ideas and Mathematics Instruction

Big Ideas and Mathematics Instruction. Thinking Big about Planning and Assessment. Welcome, Introductions and Other Stuff. SENIOR (10 – 12) WORKGROUP. Start and end on time. Contribute to a safe learning environment that encourages risk taking; be kind. Listen actively; speak fearlessly.

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Big Ideas and Mathematics Instruction

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  1. Big Ideas and Mathematics Instruction Thinking Big about Planning and Assessment

  2. Welcome, Introductions and Other Stuff SENIOR (10 – 12) WORKGROUP

  3. Start and end on time. • Contribute to a safe learning environment that encourages risk taking; be kind. • Listen actively; speak fearlessly. • Invest in your own learning and the learning of others. • All electronic communication devices off except during lunch/break. • Suffering is optional! Establishing Norms

  4. Friday Morning9:00 – 12:00

  5. Conversation Triads In your package, you will find a card. On the card is a number labelled input or output, or a function. You need to form a triad consisting of the people who have the corresponding input/output values for a particular function. Example Input = -2 Output = 8

  6. Have A Conversation About … your knowledge of the new Growing Success (assessment policy) Document. What does it say about professional judgement? What methods can teachers use to collect evidence of student achievement? Growing Success contains a new learning skill: Self-Regulation. What does that look like to you?

  7. Friday Afternoon2:30 – 4:45

  8. Big Ideas About Functions What are your “Big Ideas” when teaching students about functions?

  9. Big Ideas About Functions On the wall are a number of posters with a course heading on each. Go to the course that you enjoy the most and, record what your big ideas about functions are.

  10. Form new groups based on the course cluster that you are going to work in. Look at the Big Ideas for each course in the cluster, and consider: • Are there certain BI’s that are consistent across all three courses in the cluster? • Are you able to identify any new BI’s for your cluster? Working Groups Write the function BI’s for your cluster on the coloured sticky notes at your table. Post them on the wall.

  11. Find your next conversation triad:

  12. Have A Conversation About … Some of the assessment “jargon” in the Growing Success Document. What is the difference between the terms Assessment for Learningand Assessment of Learning? Where do you encounter opportunities for Assessment as Learningand how do you use this?

  13. Constructing an Assessment Plan Choose one of the courses from your cluster. Use the “fishbone” organizer, below, to help you develop an overall view of assessment for this course.

  14. Constructing an Assessment Plan Next, focus on a single unit that deals with functions, and construct a detailed assessment plan.

  15. Gallery Walk

  16. Giving and Receiving Feedback Post your comments using the question stems supplied. Take the feedback your group received and revise your plan accordingly.

  17. Planning an AoL Component • Plan an AoL activity that will be a component of your unit assessment. Some suggestions are: • Product  Design a rich investigation or problem-solving task. • Observation  Create an observation checklist to assess a student’s use of the mathematical processes on a task. • Conversation  Construct a framework to assess a student’s understanding of specific expectations during an interview/conversation.

  18. Saturday Morning9:00 – 11:30

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