Workplace and apprenticeship workshop ppt
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Transcript of Workplace and apprenticeship workshop ppt
Blueprint for the Day Workplace Apprenticeship Math Workshop Oct 26 FEC 9:00 am till 4:00 pm Agenda: 9:00-9:10 Welcome and Gallery Walk 9:10 - 9:40 Group Collaboration: Examine Curriculum, timelines. 9:40 – 10:30 Assessment Assessment overview Criteria Rubrics Formative Assessment Ideas 10:30 – 10:45 Break 10:45-12:00 Project based learning : Teachers share project ideas,
experiences, resources 12:00-1:00 Lunch (option to take half hour and finish early?) 12:30 – 1:10 “Let’s Get Rollin’” RollingCup Activity Lisa Eberharter 1:10 – 2:30 Web resources exploration 2:30 – 2:45 Break 2:45 – 3:10 Inside outside circle: Tips, tricks, lesson share 3:10-3:20 Bulldozers! 3:20 – 3:30 reflection, next steps?
On the Job Safety
We contribute thoughtfully and accept ideas respectfully
We are solutions focused We respect others ideas and opinions We use technology appropriately
Gallery Walk
Assessment
How well do I understand assessment?
Making assessment an integral part of daily mathematics is a challenge.
It requires planning specific ways to use assignments
and discussions to discover what students do and do not understand.
It also requires teachers to be prepared to deal with
students’ responses. Merely spotting when students are incorrect is
relatively easy compared to understanding the reasons behind their errors.
Burns 2005, p.31
Shifting the Balance
Western and Northern Canadian Protocol for Collaboration in Education. (2006).
"The word assess comes from the Latin assidere,
which means to sit beside. Literally then, to
assess means to sit beside the learner."
Comparing Assessment for Learning and Assessment of Learning Adapted from Ruth Sutton Learn Alberta
Assessment for Learning Assessment of LearningChecks learning to determine what to do next and then provides suggestions of what to do –teaching and learning are indistinguishable from assessment.
Checks what has been learned to date.
Is designed to assist educators and students in improving learning.
Is designed for the information of those not directly involved in daily learning and teaching(school administration, parents, school board) in addition to educators and students.
Is used continually by providing descriptive feedback.
Is presented in a periodic report.
Usually uses detailed, specific and descriptive feedback in a formal or informal report.
Usually compiles data into a single number, score or mark as a formal report.
Is not reported as part of an achievement grade. Is reported as an achievement grade.
Usually focuses on improvement, compared with student’s “previous best” (self-referenced, making learning more personal).
Usually compares student’s learning either with other student’s learning or the standard grade level.
Involves student. Does not always involve the student.
WNCP, 2006
Assessment for Learning
Formative Assessment:
Assessment and teaching should be integrated into a whole
Ongoing assessment allows teachers to monitor students on a daily basis and modify teaching based on what students need to be successful
Improves our teaching practices
Provides students with timely feedback that they need to make adjustments to their learning.
Formative AssessmentInforms our practiceProvides information about what students
already know (preassessment), are learning, and have learned.
What has been learned? What needs to be learned?
Relies on specific, descriptive feedback that relies on criteria and is focussed on improvement.
Why Do We Assess Students?To help us understand whether students
achieved the outcomeTo help students understand whether they
achieved the outcomeTo make clear to students what they need
to do to improveTo inform our practice. What do we need
to do so that each student achieves?
Involving Students in Assessment
Make clear to students what they need to do to improve”: Involving students in assessment, keeping criteria transparent
Giving descriptive feedback before summative assessment.
Provides information for student goal setting
Speaks to a growth mindsetIs fundamental to student motivation
Game Break!
Students can hit any target they can see and that doesn’t move
-Anne Davies
co-constructing criteria in math class
Post Assessment Criteria
Observations
Conversations Products
Assessment Evidence
Break!!!
Effect Size Game
What is effect size?
Projects and Ideas Share Time till 12:00
12:00 lunch
12:30 Rolling Cup Activity
1:10 Web Resource Exploration1:50 Share Learnings2:20 BREAK!!
2:30 Charlotte Raine, SSLA2:45 Tips, Tricks, and Lesson Share3:10 Bulldozers!3:20 Exit Slip
