This
past week in Math class was different then past weeks as we reviewed different
forms of assessment relating to Mathematics. Before diving into assessment our
opening activity was three different stations of co-operative group activities
that got us working collaboratively to complete a task. The three tasks
connected with different math strands learned over the weeks in 8P29. As
difficult as I found the Number puzzle I really enjoyed working with my peers
to solve the activity because it allowed me to learn as we were working through
the puzzle. I found the different activities to be very useful to help students
recall different mathematic strands covered and adapted into a small starting activity.
The clue for each activity is what I enjoyed the most from the whole opening
activity. It is an easy and effective way to get all the students involved to help
solve the problem at hand and actively participating. I wouldn’t say anything
from this week was to challenging, besides the number puzzle activity that my
peers helped me to understand how to solve for the possible answers. Key points
to be taken away from working in groups from Patricia was that big groups can
sometimes be a challenge to maintain and keep all students focus so having
rules in place for groups to follow as they work through the different stations
and also to ensure that everyone’s voice is being heard (i.e. clue aspect for
each student).
As
we progressed in the lesson to learn about assessment and the key relationships
with Mathematics the online segments from EduGains provided some valuable
insight to creating learning goals and take-away quotes to remember when
assessing and developing learning goals. A quote that stood out to me as I was
watching the segments was:
“Learning
is easier when learners understand what goal they are trying to achieve, the
purpose of achieving the goal, and the specific attributes of success”
Having my students apart
of the creation of learning goals s a vital aspect to their education and
learning. It is keeping them actively involved and understanding what the
learning goals and objectives are for different lesson plans that combine to
make a unit plan. Important tips to remember presented in the edugains video
segment:
Ø Active participation when creating Learning goals
(like mentioned above)
Ø Identities knowledge and/or skills from the
curriculum
Ø Incremental and Scaffolded
Ø Use student-friendly language
Ø Verbs are specific and observable
Ø Stated from a student’s perspective
All of these tips are
important to keep in mind when creating learning goals for my students in the
future that apply to each and every subject. Another quote I enjoyed from the
segment was:
“When we invest time up front to build the vision
[of what students are to e learning], we gain it back later in increased
student motivation and the resulting higher-quality work.”
It is essential for us
educators to involve our students in creating their learning goals and success criteria;
it helps to give students a purpose for learning.
Assessment plays a vital
role to demonstrate students understanding of different mathematical strands
and learning objectives created by the teacher with the students actively
engaged. As important as it is for us to assess students it is just as
imperative students know what they are being assessed on. Providing immediate
feedback to help correct and develop students learning in a specific area. Assessment
for learning occurs through out every class! It is also important to remember
that when it comes to the performance standards that we integrate all 4
categories throughout a unit plan. Assessment helps students understand: Where
am I going, How am I going, Where to next… (Segment 1: The Foundation of
Assessment for Learning). Self-monitoring students own success is important for
them to begin developing this skill as they progress through school. Having
student assess their progression in with different units within different
subject areas will help develop their knowledge and understanding of the
lesson. It can help them apply their learning of material into a problem
created by the instructor on a formative assessment.
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| Scaffolding as an educator. Ms. M Pinterest (2016) |
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