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