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Practicum, Assessment, Evaluation, and Reporting in Ontario

Practicum, Assessment, Evaluation, and Reporting in Ontario. Intermediate / Senior Mathematics Winter 2011 SESSION 11 – Feb 2, 2011. Practicum. Practicum. Practicum. Practicum. What Can We Learn From TIMSS? Problem-Solving Lesson Design. BEFORE (ACTIVATING PROBLEM 10 min)

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Practicum, Assessment, Evaluation, and Reporting in Ontario

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  1. Practicum, Assessment, Evaluation, and Reporting in Ontario Intermediate / Senior Mathematics Winter 2011 SESSION 11 – Feb 2, 2011

  2. Practicum

  3. Practicum

  4. Practicum

  5. Practicum

  6. What Can We Learn From TIMSS?Problem-Solving Lesson Design BEFORE (ACTIVATING PROBLEM 10 min) • Activating prior knowledge; discussing previous days’ methods to solve a current day problem DURING (LESSON PROBLEM 20 min) • Presenting and understanding the lesson problem • Students working individually or in groups to solve a problem • Students discussing solution methods AFTER (CONSOLIDATION the REAL teaching 30 min) • Teacher coordinating discussion of the methods (accuracy, efficiency, generalizability) • Teacher highlighting and summarizing key points • Individual student practise (Stigler & Hiebert, 1999)

  7. Bus Problem There are 36 children on school bus. There are 8 more boys than girls. How many boys? How many girls? • Solve this problem in 2 different ways. • Show your work. Use a number line, square grid, picture, graphic representation, table of values, algebraic expression • Explain your solutions. 1st numeric; 2nd algebraic Compare your solutions. How are they similar? How are they different?

  8. What’s the Mathematical Relationship to the Previous Problem? …. Knowing MfT There are 36 children on school bus. There are 8 more boys than girls. How many boys? How many girls? • Solve this problem in 2 different ways. • Show your work. • Explain your solutions using one or more operations.

  9. Did you use this mathematical approach? (Takahashi, 2003)

  10. Did you use this mathematical approach? (Takahashi, 2003)

  11. Did you use this mathematical approach? (Takahashi, 2003)

  12. Did you use this mathematical approach? (Takahashi, 2003)

  13. Did you use this mathematical approach? (Takahashi, 2003)

  14. How are these algebraic solutions related to the other solutions?… Knowing Math on the Horizon (Takahashi, 2003)

  15. Which order would these solutions be shared for learning? Why?... Knowing MfT (Takahashi, 2003)

  16. See WIKI Return to ML Kestell

  17. Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools. 2010 The Basics

  18. Seven Fundamental Principles – What do they mean for Mathematics Education? Work with a partner and complete this form. Be specific about mathematics tools and strategies.

  19. Assessment and Evaluation

  20. Success Criteria based on Expectations

  21. Assessment for and as Learning On the WIKI: Instructional Strategies TIPS for Teachers

  22. Mental Math • Addition (number lines, decomposing and composing) • 8 + 5 • 34 + 78 • 392 + 259 • 21.87 + 193.38 • Subtraction (number lines, compensation, alternative algorithms) • 32 – 18 • 363 – 149 • Multiplication (area model, lattice, halving and doubling) • 24 x 14 • 36 x 17 • Division (subtraction algorithm, splitting) • 93 / 7 • 260 / 13

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