Math is often thought of as a dry subject, but math lovers have been working to show the more interesting side of math to students in many formats.
Via Beth Dichter
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LET Team's curator insight,
March 19, 2016 6:44 PM
“Formative assessment is a planned process in which teachers or students use assessment-based evidence to adjust what they're currently doing. • Formative assessment is a planned process in which assessment-elicited evidence of students' status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics. • Because formative assessment has been shown to improve students' in-class learning, many educators have adopted it in the hope that it will also raise their students' performances on accountability tests. • The expanded use of formative assessment is supported not only by instructional logic but also by the conclusions of a well-conceived and skillfully implemented meta-analysis by Paul Black and Dylan Wiliam.” (Popham, 2008)After synthesizing over 250 publications, Black and Wiliam, concluded that formative assessment is perhaps the most effective educational practice when it comes to improving academic achievement. In addition, formative assessment has a disproportionately beneficial impact on low‐achieving students. http://www.hanoverresearch.com/media/The-Impact-of-Formative-Assessment-and-Learning-Intentions-on-Student-Achievement.pdfIn
In 2009, John Hattie published a meta-meta-analysis of education research called Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. In that study, Hattie found that formative assessment, when done correctly, had the highest effect size on student learning compared with other classroom strategies.
In recent years, neuroscientists have reported that retrieval practice—recalling and applying previously learning—had a huge impact (as much as 50%) on student retention of learned content. Combining retrieval practice and formative assessment can significantly reduce forgetting and increase retention of lesson content.
Each school’s instructional framework provides teachers with numerous opportunities to use formative assessments in the beginning and ending of a lesson as well as when engaging students and during student practice in the body of the lesson. Teachers use formative assessment to see if the students have mastered the content of the lesson—did they get it?
Note that mastery means that the students can demonstrate both that they ‘know’ the content and that they can apply what they learned to future or past learning.
Formative Assessment in the Beginning and Ending of the Lesson
• Purposeful Learning – The expectation that all activities be purposeful means that teachers always have something to check on or assess for understanding. • Focusing (Beginning) – Ask students to demonstrate mastery of the previous lesson through bell ringer, do now, or warm up. • Knowing the Lesson’s Purpose (Beginning) – Ask students to repeat the learning target or essential question in their own words • Ask students to predict (“prediction effect”) the “why” of the learning target/essential question (Beginning). • Use a closure activity or ‘exit ticket’ that asks more than comprehension level, regurgitation questions. Ask students to both recall (retrieval practice) and apply what they learned to future or past learning (Ending). • Purposeful reading, writing, and discussion - Reflection of some kind that addresses learning using evidence from the lesson that connects the learning to something else (Ending).
Formative Assessment in the Body of the Lesson (Practicing and Engagement)
• Connection activities that ask students to link new learning to older learning• Visualization activities where students draw some concept that has been learned • Question design - ask kids to write their own questions with different levels of Bloom's involved • Game play where appropriate can be a great tool as well• Blog writing as a reflective or questioning tool • Mentor activities that ask the student to create something original using the learning as a model • Problem solving activities where students apply skills to arrive at a solutionIf students can complete any or all of the above, then we know they have demonstrated proficiency on some level. As we seek to move kids to mastery, we need to be acutely aware of their progress.
Andy Fetchik's curator insight,
March 21, 2016 11:34 AM
“Formative assessment is a planned process in which teachers or students use assessment-based evidence to adjust what they're currently doing. • Formative assessment is a planned process in which assessment-elicited evidence of students' status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics. • Because formative assessment has been shown to improve students' in-class learning, many educators have adopted it in the hope that it will also raise their students' performances on accountability tests. • The expanded use of formative assessment is supported not only by instructional logic but also by the conclusions of a well-conceived and skillfully implemented meta-analysis by Paul Black and Dylan Wiliam.” (Popham, 2008)After synthesizing over 250 publications, Black and Wiliam, concluded that formative assessment is perhaps the most effective educational practice when it comes to improving academic achievement. In addition, formative assessment has a disproportionately beneficial impact on low‐achieving students. http://www.hanoverresearch.com/media/The-Impact-of-Formative-Assessment-and-Learning-Intentions-on-Student-Achievement.pdfIn In 2009, John Hattie published a meta-meta-analysis of education research called Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. In that study, Hattie found that formative assessment, when done correctly, had the highest effect size on student learning compared with other classroom strategies. In recent years, neuroscientists have reported that retrieval practice—recalling and applying previously learning—had a huge impact (as much as 50%) on student retention of learned content. Combining retrieval practice and formative assessment can significantly reduce forgetting and increase retention of lesson content. Each school’s instructional framework provides teachers with numerous opportunities to use formative assessments in the beginning and ending of a lesson as well as when engaging students and during student practice in the body of the lesson. Teachers use formative assessment to see if the students have mastered the content of the lesson—did they get it? Note that mastery means that the students can demonstrate both that they ‘know’ the content and that they can apply what they learned to future or past learning. Formative Assessment in the Beginning and Ending of the Lesson • Purposeful Learning – The expectation that all activities be purposeful means that teachers always have something to check on or assess for understanding. • Focusing (Beginning) – Ask students to demonstrate mastery of the previous lesson through bell ringer, do now, or warm up. • Knowing the Lesson’s Purpose (Beginning) – Ask students to repeat the learning target or essential question in their own words • Ask students to predict (“prediction effect”) the “why” of the learning target/essential question (Beginning). • Use a closure activity or ‘exit ticket’ that asks more than comprehension level, regurgitation questions. Ask students to both recall (retrieval practice) and apply what they learned to future or past learning (Ending). • Purposeful reading, writing, and discussion - Reflection of some kind that addresses learning using evidence from the lesson that connects the learning to something else (Ending). Formative Assessment in the Body of the Lesson (Practicing and Engagement) • Connection activities that ask students to link new learning to older learning• Visualization activities where students draw some concept that has been learned • Question design - ask kids to write their own questions with different levels of Bloom's involved • Game play where appropriate can be a great tool as well• Blog writing as a reflective or questioning tool • Mentor activities that ask the student to create something original using the learning as a model • Problem solving activities where students apply skills to arrive at a solutionIf students can complete any or all of the above, then we know they have demonstrated proficiency on some level. As we seek to move kids to mastery, we need to be acutely aware of their progress.
K.I.R.M. God is Business " From Day One"'s curator insight,
April 24, 2017 6:20 AM
Lord God bless these words and their messengers allow it to be understood by man in the manner that is benefitual and for the good purpose of those that read it and bless them even the more that has is or will share it. Lord God have mercy reveal all those things that need be in Jesus name. Amen
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Adela Ruiz's comment,
January 24, 12:36 PM
Estos tips nos pueden ayudar para hacer que nuestro alumnos sean más participativos en clase y con ellos mantenemos la atención en lo que queramos enseñar. el aprender a expresarse en público es muy importante ya que es una habilidad integral que no solo beneficia el rendimiento académico, sino que también prepara a los alumnos para enfrentar los desafíos y las oportunidades de la vida con confianza y eficacia.
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If you are looking for some websites that provide math resources check out this post from Edudemic. Ten sites are listed with descriptions and they cover math from elementary through high school. The sites are listed below with more information found in the post.
* TEDEd Math Videos
* Yummy Math
* Mathsframe
* PBS Learning Media (a great resource for all subjects!)
* Absurd Math
* Illuminations
* Get the Math
* Multiplication.com
* Johnie's Math Page
* Mathdude Podcast
As an example, here is part of the description for Yummy Math:
"All math teachers have heard the common complaint: “but how will I ever use this in the real world?” Yummy Math is one of a few sites on our list that addresses that question in a way meant to keep students interested.
The site mixes videos, images, and real-world challenges that get students thinking about where math fits into their day-to-day lives. The site divides posts by age group, genre, and the type of math on display."