Wednesday 6 February 2013

Pulling Your Thinking Together to Take Next Steps

Now that you have had three learning experiences involving assessment for learning practices you should be able to try out a few ideas within your practicum. Your overall purpose is to design opportunities within your instructional design that will allow you to check on students' understanding throughout the lesson. Then you can provide opportunities for students to move forward with their learning while you or a support person takes a small group to target instruction more intensely to clarify meaning for others. Community of learners, as Jessa says, is a critical component to keeping the flow of learning going. It will be difficult to manage the diversity of learners within the classroom if they don't have guidelines and understanding of what learning should look, sound and feel like. See what you can manage to do in consultation with your sponsor teacher or perhaps your support teacher, counsellor, speech and language pathologist or educational assistant. As professionals we are trying to work more as a collaborative team in taking collective responsibility for learning in the classroom. Every school and classroom is different so you will have to check out what the possibilities are in your location. Good luck on your practicums and happy learning! If you have a great idea to share and want to tell us how it goes, feel free to blog away.

28 comments:

Mary-Lynn Epps said...

Jessa said: This week has been great! I really enjoyed the session on Tuesday. The on-site sessions have been so inspirational and informative. In all of the other Post-Bach classes, there is no direct teaching with students in class time. This has been so much fun. The first thing that really stood out for me is that it is important to be interacting with different kids, as most of us will be getting jobs as substitute teachers and everyday can be a totally new class. These interactions help us as student teachers develop skills to connect with new students. This was a great experience. A few highlights for me was the time we were with the students. Being given an hour really allowed me to connect with my student and get a quick snapshot of her personality and school interests. Another highlight was the task. I would really enjoy doing an activity with a class around the topic of bullying. I was even thinking that this could be a great activity for a class to do with their buddy class. I really enjoyed the connection that Lynn made with the Performance Standard. I tend to get confused with how to give descriptive feedback that will help the students develop their learning, rather than just using praise. I now can understand how the Performance Standard is a guide for assessment and feedback. A challenge I had with my student was getting her to focus on the word bubbles and thought bubbles and keep her focused on the task, rather than on decorating her stick characters. I kept her going with constant talk around the subject, and allowed her to create her words and thoughts while drawing the pictures. One difficulty I had was not being clear on what the students had been taught around this lesson. I would liked to have seen Lynn teach the lesson to the students, rather than us just come in and dive in with the story strip. I had to spend quite a bit of time reflecting with the student on the information she had from the lesson and what her understanding was. Overall, this session was such a valuable experience and I am really capturing the progression of this course and the tool and strategies that are fundamental for effective assessment.

Mary-Lynn Epps said...

Liana's Reflection
I would say that this past assessment class would be deemed a success in relation to the learning outcomes. Lynn explained the three assessment strategies and then showed us how to embed it into a lesson, which she did with the grade 5/6 class. The learning intentions were made clear to the students. They were vocally expressed and also put on the overhead. The criteria was also expressed vocally and put on the overhead. I liked how the criteria stayed on the over-head projector while the students were working, that way the students can look up to ensure they have met all the required criteria. I know that I had to look up a few times to make sure we were on the right track. Also, the criteria were not made too difficult or too simple. The learning intentions and criteria worked hand in hand. The third specific assessment strategy is feedback. Once the student I was working with finished the task at hand, I asked him what he would grade himself. He replied with saying a “3” which means good but not exceptional. We discussed this for a bit and I understood why he would give himself a 3 out of 4. He did a great job for the amount of time that was given.
The three strategies of formative assessment are great. I think it’s an awesome way to structure a lesson plan. By introducing the learning intentions in the beginning the students are being told right from the beginning what is expected of them, the criteria helps to make that happen, and the feedback will allow the student the opportunity to correct or alter anything needed. I enjoyed this activity with the students; it was nice to see how the lesson with the three assessment strategies could be implemented.

Sandeep Toor said...

On Monday, during observation day with my practicum class, I was a bit envious of the educational assistant in the classroom; she gets to work one-on-one whereas I sometimes feel spread thin working one-on-27! So I was thrilled on Tuesday when I had the opportunity to work with a student one-on-one. Prior to meeting my student and beginning the task-at-hand of designing a comic strip style dialogue on the topic of bullying, we were debriefed on the lesson, and were given an opportunity to work in small groups to discuss the assessment criteria we would be implementing; this helped us stay focused and zero in on the lesson’s criteria. The student I worked with was keen to draw and create a bullying scenario, but there lacked a passion somehow. During our time together, she explained that although she agreed with and liked the “Three C’s,” she did not feel that they belonged to their classroom, because they had been created by an outside person. At VIU, in various classes, we discuss how important it is to create a feeling of community within our classrooms; my student’s comment drove this point home. She also said that once this project was done, their class would be creating their own code of conduct.
The one thing that I would have liked to see instead of focusing on bullying and victims would have been to focus on equity, fair play, witnessing and action. I feel that the words and situations we choose to give attention to should be positive, not negative. Even when looking at bullying, why not change that word to offender? And instead of saying victim, why not say receiver? In addition to that, the focus needs to not only be on the offenders and receivers, but also on the witnesses, because I feel it is important to teach students how to recognize social injustices, how to take action and become agents for societal and institutional change. It is important that as witnesses to conflict, we don’t simply jump to rescue the receiver; we must teach students to respond in a manner that is safe for all parties involved. Lastly, the just thing to do when involving oneself in a conflict is not only to assist the receiver, assist the offender as well; that is fair.

Mary-Lynn Epps said...

Interesting points Sandeep. I too have a problem with the whole bullying concept. I believe we get fixated on the negative terms and should focus as you say on social justice. Brain research suggests that brain processes the positive better. We learn what we need to do not what we shouldn't do.

Mary-Lynn Epps said...

Jamie-lynn said: I thought Tuesday at Coal Tyee was a good experience in giving descriptive feedback to students. I love having the performance standard for a number of different reasons. It takes some pressure off of me to find descriptors and decide what to focus on. I like the way that it's broken down and I love that it helps to be more objective when you are giving feedback. You can really hone in to what you want to focus on and be consistent throughout the year and the class. What I'm really curious about though, is how to give that kind of quality feedback when you have 30 students. In one of our other classes we were told to try and do an in-depth descriptive feedback about three times throughout the course as it took a lot of time. Do you feel this is fairly accurate? I feel that we've been well prepared to do that and feel quite confidence. I'm still trying to build up my assessment tool kit for when we don't have a lot of time. What are some strategies for when you have limited amounts of time. I'm sure we're going to be going over this and all my questions will be addressed. I'm jumping the gun a bit, but that's just where my mind went.

Mary-Lynn Epps said...

Descriptive feedback is a difficult process to manage when you have a room full of students which is why you need to build it into your instructional design. When I work with a class I teach them the performance standard and how to use it in the same way you used it at Coal Tyee. It is difficult for us to show you these details in the timeframe you have during the course. If you would like to meet with me after class on March 5th I can share with you the strategies I have used and how you might obtain others.

Leading the group through a partner share where they exchange work to peer assess giving each other feedback is one way to manage a whole class, but you have to teach them how to give feedback. I conduct this by sharing the criteria designed from looking at the key ideas in the standard. Then I model what descriptive feedback might look like by taking a volunteer's work and putting it on the elmo or overhead to do a think aloud. Then i ask students to do the same with their partner's work. I follow up by having them pass the work back to their partner to read through. After they have looked at the feedback I ask for someone to share their 2 stars, next steps and ask if that was useful information to improve the work. Then we make a judgement of why it was good descriptive feedback and what might have made it better. This is why it becomes part of the instruction. It takes a good 45 mins. to do this properly and practise it over and over. This is why I spend more than 3 times a year doing this. However, once the students really understand how to give feedback they internalize the process and are able to assess their own work with little guidance because it becomes part of their metacognition and the way they learn. Hope this helps for now! Good luck on your practicum! Your sponsor teacher or advisor may also be able to help out with this dilemna.

Unknown said...

Leaving Coal Tyee that Tuesday I felt really positive about the experience. I really liked being able to look up at the screen and refer to the criteria with the students as they designed their strips because it kept me focused on what was important as well as what I could help my student with. Although my student did not have a copy of the story she had written was able to verbally express the story to me and already some ideas of what she wanted to write in her strip. My student did not feel comfortable drawing people, and as the criteria dealt with meaning and not how it was represented, I told her that it was okay to just draw the thought and speech bubbles as long as the reader could decipher who was thinking and talking.
When it came time to giving descriptive feedback on the strip I had a little difficulty in knowing exactly what to write - I had to discuss with a fellow classmate to make sure I was on the right page.

Unknown said...

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Sandeep Toor said...

In today's class, we were asked to answer questions that would help us figure out where we are at with our learning. The questions gave me an opportunity to stop and think about what I am learning, how I am feeling, and where I am going with assessment, particularly with my practicum class. What I have learned so far is that without formative assessment, it is difficult to know which direction to take my students with learning; I need to first figure out what they already know.It is then important to check in with students and find out what they are learning and how they feel about their learning; reflection and discussion on learning is extremely important as it adds value and meaning to learning. Many of my students ask "Why do we have to do this?" or make statements such as "School is bogus." Perhaps if they were given the opportunity to discuss what they are learning, they may understand why they are learning and stop thinking it's bogus!

Brandon said...

What I am I learning?
It would be impossible to write about everything that I have learned in my practicum and keep it short, so I thought I would list two areas that I feel I have learned the most.
1) Classroom Management: Each time I return to my sponsor school it always amazes me how no matter how much I prepare for every situation I can think of, something unexpected always occurs. I have learned to always have a contingency plan (or multiple), and more importantly to recognize the warning signs in specific student behaviour to prevent incidents in my classroom.
2) Expectations and Criteria: We were told at the very beginning of classes that it is easier to start hard and soften up, than it is to start soft and try to toughen up. Well this couldn't be more true. Everyday that I have spent in my sponsor classroom I have become more comfortable with my own expectations and personal teaching philosophy. By setting higher expectations and presenting a clearer criteria for my students behaviour and quality of work I have been able to create a better learning atmosphere in the classroom.
-Brandon Rockhill

Unknown said...

This is a difficult reflection to write in a short bit of writing! This last practicum was an amazing learning experience compared to the last couple of practicum periods. I was really able to see the difference in terms of the response of the kids to both formative and summative assessment. I have been trying to bring in a variety of assessment strategies and really seeing how they work and its been so rewarding. I was really excited to see how formative assessment helps me with planning and understanding the students in terms of learning, and future planning and learning. I was fortunately given some extremely valuable advice from my sponsor about learning intentions and making them very clear to the students. If they are clear about the learning intentions that helps the students guide their learning and see the purpose. I am also really working on creating a learning community in the classroom and this is happening, slowly but surely, and this is helping me see the students strengths, interests, and lots more! I am really looking forward to working on how to communicate student learning to parents through formative assessment. Overall, I am really witnessing and experiencing the value and functionality of formative assessment vs. summative assessment, and the value of both in different ways.

Unknown said...

It is so hard to summarize my learning in such a short writing text! The main highlight of my learning around assessment is the value of formative assessment. One of my challenges is getting to know the kids over the practicum periods and really understanding what they are learning and how they are understanding the material and information. Summative assessment can be valuable in some ways, but formative assessment gives a clear idea and picture of how each student is doing in their learning and provides help to the teacher for their planning and lesson progressions. Another highlight was the advice that was given to me by my supervisor which was to use the learning intentions as the beginning and end of a lesson. Making the intentions clear helps the students understand why they are doing something, and helps them focus on that part of their learning during the lessons. I really experience the value of using intentions with the students, rather than letting them guess why the are learning something, they can focus on the actual learning. I am really looking forward to trying even more methods of assessment in the 5 week practicum and seeing how students are progressing with the use of formative assessment as the viewpoint.

Unknown said...

Hey everyone

I think I have finally connected to this blog thing! Better late then never. Anyways regarding last class I really appreciated the group discussions. I felt that is was great to talk about different types of feedback and assessment practices in the class. I particularly relate with formative feedback as I feel it is the best approach to use as a teacher. I enjoyed after we had are small group talks, to do the Gallery walk where we got to see what other groups interpretations were on assessment. Hopefully from now on I can contribute to these chats.

Unknown said...

My experience at Coal Tyee school was a valuable one. I had the experience of working with an autistic boy, who was high functioning, but struggled with other skills such as sensory, and writing. I felt prepared to work with the student after being debriefed by Mary in the gymnasium and knew what I was looking for in terms of task, and assessment. In my experience I learned that my student was really imaginative in terms of his story, but was apprehensive of the criteria around drawing and writing. He and I agreed that he could write the first scene (beginning) and that he could verbalize the middle and end to me. He had already had his script in head, and meet the criteria in terms of having identified the beginning, middle, end and correctly identifying feelings in the thought bubbles. He seemed at ease that we structured this assignment differently and was very excited about it and more engaged then when I first sat down with him. Overall it was a great experience for me, and although the writing component and drawing did not take place, the other concepts were there for him. He was able to identify the 4 C's with no hesitation and I was able to provide him positive and great feedback based on the rubric with him. I spoke with his teacher and apparently he had been dreading this experience all morning, he also verbalized this with me when we were done, and gave me a hug when I left and said he hoped to see me again. This experience for me was so positive that I brought it into my practicum class. I used the same article, but focused on different words such as perpetrator, victim, and by-standard as those words resonated better with me for the exercise. Students in my grade 6/7 class did the same exercise and took it very seriously. I did not get the chance to implement the 4 C's though as I have yet to introduce it in my practicum, but plan to in the Spring.

Mary-Lynn Epps said...

Elissa said: I found the class to be interesting this week. During our discussions about practicum I realized that I was doing formative assessment without really thinking about it. Before each lesson I began writing the learning intentions on the board and as a closure did verbal class 'ticket out the door'.
I really liked the discussion we had about the pieces of evidence and the reflections this week. It really cleared things up about what "pieces of evidence" can be. Also, the chart we completed for reflections was also helpful and I can use it as a reference while I am writing my reflections.



Mary-Lynn Epps said...

Jacqui said:

Although I wasn’t at the lesson at Coal Tyee, I had a chance to talk with some colleagues about it and I also went through the assessment process for the story strips done by one of the students. Looking at and assessing the strip without having been in attendance for the lesson gave me unique perspective, one that I imagine may be similar to what happens in the case of a T.O.C. teaching a lesson and then it being evaluated by the classroom teacher. Kelsi, who was there when the student was doing the strip, was looking at it through an entirely different lens. She understood the student’s intention, and felt the student had good comprehension of the topic. On the other hand, I felt that the message was not very well conveyed and the storyline felt disjointed to me-I needed Kelsi to interpret the student’s meaning.
This highlights the importance of elbow-to-elbow conversations. When a teacher doesn’t have conversations with the individual learners the learning doesn’t look the same. There is so much more that can be said when interacting directly than is just written down, so although it takes more time, it really inform and allow the teacher to better understand the students’ level of comprehension.

Mary-Lynn Epps said...

Jacqui said:

Reflection from March 5 class
Like Jessa, I also put a lot of effort into fostering a community of learners environment during my last practicum. Even with such a young group (grade one)whose inhibitions about sharing are likely less than those of older students, the foundation needs to be set for allowing the students to feel safe enough to confidently brainstorm, share ideas and make suggestions to each other. These are the things that help them make deeper connections. In my practicum class some of these sharing sessions have resulted in arguments, hurt feelings and tears, so guidelines around sharing ideas and expressing opinions have had to be set (over and over!), but I know that in time these things will be internalized and result in a better understanding of how a community of learners communicates. The video we watched where the two boys who had worked together on their Eye projects, showed that with lots of instruction and scaffolding, eventually great things can happen.

Unknown said...

So my most recent practicum followed similar patterns to the previous practicums from this year. The first week is always the hardest in terms of classroom management, and the students adjusting to having me back in the classroom. I seem to write great lesson plans according to my supervisor and sponsor teacher but the students don't always allow me to teach it the way I've planned it. And this is something that frustrates me especially in the first week but, has been an issue all year long with my sponsor teacher and EA's as well. It's a tough school.
Similar to Brandon's posting and experiences, I need to have back-up plans and consciously write in anticipatory behavior prompts into my plans to deal with disruptions of all kinds, so that I can keep control. Especially in this first week, it is hard to do what I plan, even with my standards and expectations talk that I start with every Monday. The second week however always goes much smoother, and I feel I have 80%more control in the second week and the kids are finally settled in and accepting me as their teacher and not a special guest that means they can relax and slack off for the week.
As for assessments, I have a lot of first hand experience assessing bad behaviour! The second week happened to be the week of unit exams for Math and Social Studies so Summative Assessments were used for Parent Teacher Interviews during this week. Formative Assessments were used in PE, Language Arts, Art and Science which another teacher does (Grade 5/6 split class with team teachers).
It's hard to really pinpoint clear learning from these assessment observations because to this point there hasn't been a lot of assessment done that I've observed. From what I have seen I'd say my Sponsor teacher has a majority Formative approach until report card time when summative assessments round it out to make a report card mark. During the lessons that I teach, I mainly focus on Formative Assessments and give feedback as a way to show myself that when I do get the chance to teach, I can check to see that the students are learning a thing or two from me each time I'm there.
I'm really looking forward to the 5 week because after week 1 I'll have 4 more weeks to build and observe a teaching and learning progression. I'm excited about the content I'll be teaching and I hope it goes good.

Unknown said...

What am I learning?
When I was doing my practicum, I always try and think of ways I can assess student’s learning. I walk around the classroom and check up on how the students are doing with the assigned work. This was my way of checking that they understood what they needed to do. However, my sponsor brought up one thing that made me rethink about the way I write and deliver my lesson plans. I was using a Venn diagram to illustrate the similarities and differences between rural and urban communities. I thought that this activity would give them a basic understanding of what the two types of communities are. My sponsor teacher pointed out that this activity also introduced critical thinking because the students had to think about concepts and ideas that were not present on the pictures I gave them to use for this activity. His comment came as a surprise because critical thinking never entered my mind. I just wanted the students to get an understanding of what rural and urban communities are. To sum up, I learned that even though I had clear ideas about how I assess and teach, other people may find some other things that I haven’t thought about.

Unknown said...

Best Evidence (3/12/13)
I found today’s class to be very informative and very practical for my practicum. I learned different AFL strategies that I want to try and use during my 5 week practicum. One of them is called pingpong. This is descriptive feedback and it allows students to assess their own piece of work. The student looks at their own piece of work and tells the teacher two things that they did to meet the established criteria. Then the teacher tells the student two strengths that the student did with their work. This step can be reversed but I like the idea about students owning their learning. The students also feel self-validated with the work they have done in addition to the teacher’s comments. I think this well work well with my students because they become responsible for what they are learning and I’m just there to guide them reach their potential. I also liked how Kathleen and Caren gave examples, primary and intermediate grades, to the different AFL strategies that they were describing. It was very helpful to know about the different AFL strategies because it expanded my repertoire about AFL.
Another thing that stood out for me from that class was how assessment for and assessment of learning is all about information. Caren explained how the way we use the information we have determines whether we are doing assessment of learning or if we are doing assessment for learning. I struggled a bit with this at the beginning of the course but I think I have a better idea about the distinction between the two types of assessment.

Unknown said...

This class today was so amazing in outlining the use, definition, and purposes of assessment for learning. One of my challenges with assessment in my current practicum is trying to use strategies that are beyond "marking and assigning grades". I am really trying to use strategies that are working with the students' learning. An important point that stood out for me from discussion with Karen was the use of these strategies. As student teachers, we will continue to expand our strategies and teaching styles for many years. In our practicums, it is useful to use a couple of strategies that stand out for you, and dont try to use a large number. It can be a challenge to use these strategies with the kids after they have been in their classroom routines all year, so try to just introduce a couple. Another big point was about praise. I can even see it in myself in different situations, where I tend to look for praise. The use of language is key in giving feedback and trying to avoid "good job, or great work", but more along the lines of "I notice, or I can see that". When I look forward to my practicum, I can see two strategies that I would like to try. The two are "frame" and "walkabout". These are interesting strategies that I can see would work very well with my practicum class, and also would be easy to introduce to them. I really enjoyed today's class and I was given so many useful tools and knowledge for future assessment practices.

Brandon Rockhill said...

I really enjoyed today's class. I felt that I came away with 3-4 new assessment strategies that would fit in well with my personal teaching philosophy. I would like to do a lesson focused largely on setting criteria through brainstorming and categorizing with my students. Although the initial lesson may take some extra time, I believe that my students would quickly learn the routine and that this would make many new activities possible, such as group work and peer evaluation. The AFL ideas that I liked most were the 'PingPong' the 'highlight and hand in'. Both of these assessment strategies require the student to evaluate their own work, which is a skill that my students desperately need to improve. Something that I learned about my own teaching style today is that I do not need to mark every piece of work that my students produce. Caren and Kathleen used the sports analogy to show how students need to practice multiple times if they want to play in the big game. Integrating these different forms of assessment will be something that I will focus on as I go into my next practicum. Finally, I will also be using the 'do this, do that' rather than Simon says from now on

Unknown said...

March 5th Reflection- "What I Have Learned"

This assessment class has been informative in terms of providing strategies and understanding of terms. Two of the key elements that have enhanced my learned from this class is when we went to Coal Tyee and creating my Mind Map. Coal Tyee was a great experience to work hands-on with a student and leave with an assessment to be evaluated. For me, this was great because in my practicum, i am in a grade one class. I do little to no assessing of students work.
The gradual progress of my mind map enabled me to deepen my understanding of the concepts and terms learned.

Unknown said...

March 12 Blog-
The class on March 12th was very informative! The ladies that came in really knew what they were talking about and it showed. They made everything very clear, organized, and stated the learning intentions at the beginning. We were provided with practical ideas for assessment.
My two favorite of the AFL ideas are 'frame-it' and 'Walkabout'. I like walk about because it gives the student automatic feedback on what they are doing right and it keeps the criteria alive. Frame-it, is such a great idea, especially for primary grades. Young learners enjoy showing off the work they have completed. This is a form of self-assessment and peer assessment.
Overall, i would say this class was a success and really helped me better understand concepts and better ways to implement them in the classroom.

Unknown said...

March 12- Assessment for Learning
This class was one of my personal favorites of the semester for this class, besides the Brechin and Coal Tyee days. I came away with a lot of notes and very practical assessment tools that I'm eager to use. One thing that has come to light for me regarding my practicum experience and this class is that I can use every day as an assessment day. Once I'm able to organize a seperate binder or folder with an array of activities, lessons, assignments, and readings with applicable assessment criteria attached, I can constantly assess learning on a daily basis a little at a time. I've wondered at times when and where the marks come from during my practicum because I really haven't seen much assessment happen in the form of exams, projects or assignments. It wasn't until February that I saw a Unit Exam.
My favorite AFL tool that we covered today was Ping-Pong because that line of questioning is something I have been doing all along, I've mainly been doing it to learn more about each student, to make connections and learn what's going on in their minds, how they think, work relate etc. Now I know I can consciously make it an assessment record that I can refer back to, and use frequently over time.
I also really like the class work portfolio idea as well as a long term approach. This will really highlight how much or how little a student has done with their time...hopefully it opens some eyes that need opening when it comes to in-class work ethics of some students that I've encountered so far.

Sandeep Toor said...

Mock Report Card comments:

Tricia takes her time to understand assignment criteria to ensure thorough and thoughtful completion of all assigned tasks. When something is unclear to Tricia, she seeks out clarification; Tricia did not understand how to convert improper fractions to mixed numbers,so she sought out assistance. She completes her work quickly, quietly, and accurately. Because Tricia often is one of the first members of the class to complete her work, I call on her to teach classmates who require assistance; she complies and does so enthusiastically. If not called upon to do so however, Tricia has a tendency to begin socializing with friends. This behaviour is distracting to those who have not yet finished their work; I would encourage Tricia to stay on task at all times. If work is done, she should read silently, work on outstanding homework or assist classmates. Tricia is an academically well-rounded student; her reading, writing, and math levels are at or about grade level. Tricia is skilled in the arts; her Mesopotamia project, which incorporated elements of research, writing, and art demonstrated Tricia's strengths in all these areas.

Unknown said...

Mock Report Card Comments – Jon Schaffer
Social Responsibility-
The student is an active, eager learner showing enthusiasm and a willingness to take on new challenges. He effectively participates in a range of conversations with diverse partners and values equality, mutual respect and attentive listening in the classroom on a daily basis.
Literacy-
The student uses strategies such as making connections, asking questions about the text, and inferencing to aid their comprehension. The students book choices are at his “ just right” level and he shows very good sustained reading stamina without interruption. He is also a positive reading role model for his grade 3 “reading buddy”. He actively takes turns listening and reading for an average of 60min/week on average.
The student’s writing has been a joy to read over the past few weeks. I especially enjoy reading his Language Arts reflective journal entries. He conveys his thoughts and ideas clearly and has an emerging writing voice, showing his personality to come through within his writing.
Numeracy-
The student uses various strategies to solve one and two step word problems. He is able to identify and extend mathematical patterns, solve real world mathematical problems involving perimeter and area.

Unknown said...

March 26-Blog
The last assessment class would be considered successful to me!
First, I like how the class starts off with the explanation of what the two learning intentions are. Second, i learned more about the AFL strategies and was introduced to the AOL concept.
To my understanding AFL is: leaning, students, descriptive, daily, coach and AOL is: measuring, evaluating, judge, symbols, parents.
Overall, i definitely learned something new in this past!