Reflection 6: Feedback and Assessment

Assessment. Google Images 

FEEDBACK! FEEDBACK! FEEDBACK!.... 

This notion is all the craze right now, specifically Descriptive Feedback! Teachers are learning the benefits behind giving detailed feedback throughout the course of students learning as opposed to the end/when the student hands an assignment in. No matter the subject, grade, or individual descriptive feedback is always beneficial! Now, I'm no expert in the topic but last year in my placement I did do a project for my cohort class on descriptive feedback. Also, I was only teaching mathematics so my descriptive feedback was directed towards this particular subject. I chose this topic because I was interested in it and I was interested in seeing how student's work would change as a result of it.

How did I carry out descriptive feedback:
-I made time to check in with students work throughout their entire learning process.
-I had conferences with small groups and individual students to discuss their learning, strengths and next steps after an assignment, quiz, test or presentation was given.
-I wrote detailed comments on students work and let them know what they did well in and what they can work on for next time.
-I never wrote down student's averages on tests. Instead, I would give levels accompanied by detailed feedback/remarks.

Feedback. Google Images. 

Here is an awesome video explaining how descriptive feedback can promote conversations in math! 

Descriptive Feedback to Prompt Conversations in Math from The Learning Exchange (1) on Vimeo.

Likewise, within my placement, I had the opportunity to give multiple types of assessments for my students while teaching math. From an early onset, I learned how my students liked to work and how they liked to be assessed. Therefore, within my classroom, we did a lot of group work, anchor charts, presentations and mini projects. With every task assigned to the students myself and the class would co-create success criteria. This would ultimately become the marking scheme/checklist for when I would have to assess the students work. As well, the students knew exactly what was expected of them because they created the expectations as well as have them hanging in the classroom. I found this to be extremely beneficial for myself when marking and for my students learning. 

As a result of teachers college, I have learned that assessment comes in all shapes and sizes. Long gone are the days of strictly quizzes, tests and unit tests. Students can participate in oral presentations or record themselves on iMovie and send it to the teacher. They can create posters and infographics online, highly advanced and interactive power points on Emaze, Powtoon, Google Slides and Prezi. Students can use interactive games, such as Kahoot and Plicker to test their knowledge through online, interactive multiple choice games. Students can work individually or in groups, receive feedback immediately and the teacher does not have to mark a thing. Students don't even know they are being quizzed half the time. They can be used as formative or summative pieces for assessment. 

The opportunities are endless! Thus, it is important as future educators to familiarize ourselves with how to give appropriate and useful descriptive feedback as well as learn about the different technologies out there that can be used for assessment! 

Here is a video showing the ways in which a teacher uses descriptive feedback to help reach all of her students. 

Lastly, we were asked in our Math Mindset Module for this week to describe math in our everyday lives. I loved this question because it is an OPEN question and promotes creativity and critical thinking for our students. All students can provide an answer and explain a way in which they use math in their everyday lives. I stated three examples: cooking, shopping, and building. Someone else in our class (James) stated nature. I think this is an incredible observation because there are patterns in leaves, plants and the rings of trees. I would have never thought of this and it simply blew my mind. If we can challenge our students to think outside the box, look at math in their everyday lives and look at math having a purpose in our world, I truly believe they will understand it better and learn to love it. 

Thanks so much for viewing my blog!

Cheers, 

Courtney  

Reflection 5: Blended Learning

This week was all about blending...oooo we are blending! Blended learning!!! Below is an excellent video explaining the basics surrounding blended learning.




So what is blended learning... well, blended learning basically combines the best of both worlds. Blended learning combines face-to-face instruction (teacher and student) with a digital independent study. Blended learning allows for increased differentiated instruction because lessons can be tailored to suit every student's needs. Students have instruction from their teachers combined with independent study/exploration on technological devices. In our current classrooms, our students are consumed by their electronics and cell phones. This is how they communicate with one another and this is how they learn, so why not bring it into the classroom to suit their learning style. Blended learning allows for the teacher to work with small groups while the rest of the class works individually.

Blended learning can look different in every classroom. It all depends on how the teacher wants to implement it. Blended learning allows for both the students and the teacher to create online content and upload it for student use at home when they are completing homework or whenever they are on their mobile devices. Therefore, there are no more excuses for "I didn't do my homework because I didn't understand it." The teacher is there every step of the way as a result of technology. Everything is accessed technologically. Below is an excellent video explaining blended learning in a particular classroom.

"The focus is on the teaching and learning part and then on the digital tool."




Now, blended learning and technology integration, another topic we discussed this week are different from one another. This chart that we looked at in class explains the differences. "Blended learning always involves tech integration, but tech integration is not always synonymous with blended learning!" 

https://drive.google.com/file/d/0B8vdwp9JN_Z8cVk3QWlHYl9TMjQ/view

Therefore, blended learning focuses on four things: Pace, Place, Path and Time. Below is another video explaining the differences and similarities between the two.




Consequently, while completing the math mindset modules for this week a major idea stuck out to me. The concept of Ideas vs. Memorization. In a video by Jo Boaler, she states that students need to stop trying to memorize math and all the small details because they are making it harder for themselves to learn. Math is only about a few general big ideas and if our students can comprehend these ideas over memorizing them then they will have fewer struggles in math. As well, if a student is only memorizing something this does not last. Once the lesson is complete or the test is taken the student forgets it. Whereas if a student actually comprehends and understands the underlying point and big picture, the concept will last.

It is imperative as future teachers that we teach to our student's unique learning styles, we differentiate to suit every learner, we incorporate technology whenever we can and we focus on the big concepts and leave behind the old fixed classroom/fixed brain. Our classrooms need to be based on a growth mindset in order for our students to succeed and achieve everything that they can!

Thanks for checking out my blog this week,
Cheers!

Courtney

Reflection 4: Multiple Solutions

By: Courtney Helt 

Hey everyone and welcome back to my blog! 

This week in math class we focused on the different ways in which students might use to solve various problems. Above is a picture from our class discussing amongst us, teacher candidates how to solve for 238 + 577 = 815. In the picture, you can see about 4 different ways in which we explained our reasons for solving. The first solution on the top left we can see that the individual grouped the numbers based on their values (hundreds, tens, ones). This is an excellent method for solving a math equation with a larger number. Students can clearly set up their numbers based on their values and add. 

The equation below the first solution has both of the numbers stacked on top of each other and adding the numbers/carrying whats leftover to the next number. This was the way I learned to do math without a calculator in elementary school. It's pretty straightforward but sometimes confusing if the carrying gets messed up. 

If we look back at the top on the right, there is a third way to solve the equation, this was the way I solved it. When I complete a math problem I like to see all of my work right in front of me. Thus, I started with the two largest numbers 200 + 500 =700. I then added the next largest number 77 from 577 to the 700, making it 777. I think adding 777 + 30 because I like working with numbers that have zeros on the ends, it's easier for me to count in my head, answer 807. Lastly, I did 807 + the leftover 8 from 38 = 815. I instantly knew that 8+7=15 because I memorized this from my days of playing cribbage with my Nana. 

Consequently, on top of my equation is an example of a faded number line, this was an alternate way in which our instructor, Mina stated that many visual students would like to use when solving. 

HENCE, there are always so many ways in which one can use for solving math problems. This idea goes along with the online module question "solve for 18x5". The answer is 90, but how did you get there? For myself, I went back to my comfort zone and counted on my fingers. For others, some people used the place value system. 10 x5 =50 and 8x5=40, 50 + 40 =90. Other students used the carrying method when solving.... the possibilities are ENDLESS!! It is key that we teach this to our students because it will only develop their love for math even more!

Here is a great video explaining how to solve for 18x5 in unique ways. Everyone solves for it differently and that's the beauty of math!

Likewise, in our class, we discussed the importance of rich tasks, open-ended questions, and questions with multiple right answers. These are all ways in which we can encourage our students to think outside the box. We need to take the limitations away from math and allow students to work in ways that suit their learning styles. There is no one right way to solve for an equation and our students need to hear this every single day they enter our classrooms. Below is an awesome checklist/definition that teachers should have displayed in their classroom for both themselves and their students to reference when taking part in any rich task.

Google Images. Rich Task.
https://www.slideshare.net/SimonBorgert/term-2-2013-rich-tasks-etc

Here is an awesome resource that teachers can use to impliment rich tasks in their math classes. https://nzmaths.co.nz/rich-learning-activities

Thanks for taking the time to read this week!

Cheers, Courtney 

Reflection 3: Making Mistakes

In class this week our instructor Mina focused on the idea that each student learns in a unique way. Not everyone learns the same and therefore we have different learning styles. Some students are visual learners, they need to see something in order to learn from it. Some students are auditory learners, therefore they can hear their teachers speaking and record what they view as important from it. Also, there are kinesthetic learners, these learners like to physically take part in their learning and DO a task to help them learn better. It is interesting to hear about the different types of learners and take part in activities that can help decipher what type of learner you are. I find that taking a quiz or participating in several activities to understand the type of learner you are can be extremely beneficial for our students and our teachers. It helps to divide the class based on their strengths and the teacher can then create lessons and activities that help students succeed in their strengths and work on their areas of improvement.

The Types of Learners. Google Images. 

As well, in class, we were tasked with finding a resource in our very own IRC and turning it into a math game. This activity had us work in pairs to try and come up with a fun way to teach math. My partner and I chose the idea of math bingo with a game already set up for shape bingo. Our idea behind our game was that the teacher would read out descriptors of the shapes, for example, "Who has a closed polygon with four sides." If the student could identify this shape on their card, they would put down a bingo chip. Depending on the grade level the game can be changed. The teacher could call out other descriptors such as the colour or the name of the shape and the student would have to identify it. We found that this could be a fun game for students in various grades and it can also be used as an introductory lesson to a unit, or even a closure lesson or practice session for a test. 

Math Bingo. Courtney Helt. 2017

Furthermore, our online work this week had us examining videos discussing the importance of mistakes, and speed in math. Before this week I had no idea that mistakes actually help to GROW our BRAINS and that speed means nothing in math! This idea is huge to me because it will encourage our students to stop being scared of making a mistake and take their time. Multiple videos by Jo Boaler stated that students who make mistakes actually grow their brains because synapses fire and this helps to promote growth. However, when we get everything right and do not try as hard, there are no synapses and therefore no growth. It is imperative that we teach our students to problem solve, try their best, and make multiple mistakes because they learn more as a result. Likewise, when solving a math problem it is not about how fast you go because speed means nothing. Several videos highlighted that the greatest mathematician's in the world are also the slowest people at math! 

I remember back in elementary and high school I never wanted to be called on in math because I was never the fastest person to solve a problem, nor did I always get the right answer. This discouraged me because my teacher would either call on someone else to help me and they usually had the answer before me. Thus, making my young self-think that I was not as smart as some of my classmates because it took me longer to solve my problems. This was not true. I was actually just as smart and my brain was growing/enhancing as I solved my problems and took my time. 

Hence, the take-home points from this week included:

• There are different types of learners: auditory, visual, & kinesthetic and it is important that our teachers create lessons that suit each individual learner, as well as, that students know what type of learner they are most like. 
• The more mistakes you made the stronger and bigger your brains grew! This also contributes to the idea of having a Growth Mindset in our learning.
• Math is not about speed, the most successful mathematicians were the slowest at math. Taking ones time helps the individual to understand math better and again grow their brains!
• Always trust Jo Boaler, below is another excellent video explaining the importance of making mistakes in order to help our brains grow. 

Thanks for tuning in again! I hope you enjoyed reading my blog and following my journey through Year 2 Math!

Cheers, Courtney 

Reflection 2: I think I can, I think I can, I think I can!!!

Mindset, Google Images 2017.

What stood out to me this week was the idea of MINDSET! It is imperative that we teach our students from an early age that everyone can have a math mindset. As future teacher's we need to foster a healthy learning environment that promotes math in a fun, positive, and logical way for our young learners. If we approach math from a negative point of view and see it as a scary subject to teach, then our students will carry this mentality on throughout their schooling. While participating in the online modules for Week 2, I was exposed to several excellent videos and ideas surrounding the topic of "GROWTH MINDSET vs. FIXED MINDSET". Below is a terrific example of how students may think when they possess either mindset. 

Growth Mindset. Google Images. 2017

Students need to be encouraged to keep on trying regardless of the consequences of making a mistake because in reality there are actually no consequences but simply growth!!! We can only learn from our mistakes and become greater individuals as a result. For example, our math class this week started off with another fun card trick. Our teacher encouraged us to think outside of the box and to simply try, try, and try again, the different ways that we could solve for the trick. In the beginning, I was hesitant at trying because I did not want to fail. However, after a few minutes of observing my peers attempting to solve for the trick, I understood that this mentality, "fear of failing" is exactly what is wrong with our mindsets/education system. Students are put under large amounts of pressure from both their parents and teachers to be perfect and successful in everything that they do. This pressure ultimately fosters a "fear of failing mindset" and it hinders our young students from trying anything new and making the mistakes that they need to help their brains grow. Students in all grades have a fear of being labelled "dumb or stupid" if they make a mistake, so instead, they simply don't try. This is WRONG, especially when teaching and learning math! Mistakes should be encouraged and therefore growth will be developed. Below is an excellent picture with 10 points for Coaching a Growth Mindset in our young learners. I think all teachers should keep these points in their repertoires for future use.

Coaching a Growth Mindset. Google Images. 2017 

I too was a student who once believed I could not change my math abilities. I had teachers who cared but did not make me see math in a way that we are learning it today. Math was a subject with one right answer and one right way to solve it. I was a concrete learner who could only solve my equations the way the teacher showed me and if I got the answer wrong I thought I was stupid. Now, in 2017, in my second year of teacher's college, I am finally seeing the light and understanding the importance behind fostering a student/classroom growth mindset towards math and even all learning! I highly suggest that if you do not understand the concept of a growth mindset that you check out Jo Boaler's videos on youtube, Growth Mindset for Math , it will truly change the way you look at math.

Thank you for viewing my blog this week! Tune in next time and follow my journey understanding/learning more about myself and more importantly, learning about math!

Cheers, Courtney! 

Reflection 1: Back 2 School

Image Retrieved September 11 2017. Back to School Graphic. Google Images. 

Anddddd with that, Summer has come to an end, and we are back in the classroom! Happy September everyone and welcome to my Year 2, J/I Math Blog! It was great to see my fellow teacher candidates walking the halls once again at Brock's Hamilton Campus. I can already tell that this year has so much in store for all of us. So, with that, shall we get started.

On Tuesday we were welcomed into our first math class of the year. Needless to say I was anxious and nervous to see what was in store for us. We started our class off on a lighter note with a card trick from our teacher Mina. This activity definitely eased the tension in the room and allowed all students to join in. It allowed us to work in groups, meeting new and old friends and had us brainstorming ideas for how to solve the trick. My group was not off to a good start. However, we worked together and attempted to solve the trick on our own creating a light-hearted and positive classroom
environment. 

Image Retrieved September 11 2017. Card Tricks. Google Images. 

Our first class was a great overview for what was in store for year 2! We participated in a bunch of activities that allowed myself and my peers to express our feelings about math. This year I was not as hesitant about entering my first math class. During my first year of teachers college I had a placement at HNOJ and taught 3 math classes (grade 7, 8, and 7/8 split). Now, I know what you're thinking, elementary school math is EASYYYYY. Well, not quite for this history major, I was absolutely terrified. However, I overcame this fear by being prepared for my lessons and taking the time to listen to my students. It truly is key to listen to your students interests and incorporate their opinions into your lessons. A student can do well in any subject if they try. But they can be exceptional in a subject they can relate to! 

Moreover, our in-class and online-session provided us teacher candidates with some excellent resources to help us teach and understand math. The Ontario Curriculum Document  for mathematics is EXTREMELY beneficial! As well, I found Jo Boaler's Youtube Videos both inspiring and eye opening. She discusses the importance of a growth mindset for our students as well as the KEY idea that everyone is a math person! This is something I never believed in until last year. My math class from year 1, along with my teaching placement inspired me to throw my fears about math out the window. As well, it challenged me to make mistakes and learn from those mistakes, and to always have a positive attitude in anything you do!

As future educators it is key that we inspire our students to constantly try new things and never have a fear of failing. Failure allows for growth, and growth creates success. Students need tools such as technology, and manipulatives, as well as a positive classroom environment which supports the idea of a growth mindset in order to achieve the successes that they are capable of. It is our duty as future educators to provide all of this and more to our students!

Below is another thought provoking and crucial video that I came across by Jo Boaler. I believe every future teacher needs to watch her videos and bring her theories into our classrooms. Her points are simple, elegant, and spot on for our modern day learning/classroom environment.




Thanks for taking a look at my blog!
See you again next week,

Cheers, Courtney