Assessment Tips

This week in class we learned about some tips for assessment in math. The first tip that was shared was to focus on one standard at a time on a test or quiz because if you are trying to assess too much then both the students and the teacher can become worn down and will not perform as well as they would like to. It is important to remember that we must allow students to demonstrate what they know and what they can do. Including questions that are more thematic and conceptual will allow students to personalize their answers and incorporate their learning style into their answer. Often students will have anxiety about writing tests, providing them with the opportunity to demonstrate their knowledge and how they got there will take some of the pressure away.

Taken from Pinterest

When marking students work it is important to provide them with effective feedback on what they did well and next steps. Provide students with the next steps they need to follow in order to be successful on future tests or assignments. Give students the encouragement that they can be successful at math with a growth mindset. Descriptive feedback is important because students will use this feedback throughout the year, the comments are more individual versus students just receiving a grade and comparing scores with one another.

It is important to include the three kinds of assessment throughout any unit. Assessment as learning, for learning, and of learning. Providing students with various opportunities to demonstrate their knowledge provides them with the opportunity to be successful. The key goal of assessment is to improve student learning and to actively engage students in their learning. Students and teachers can come up with the success criteria together to ensure they understand the task at hand. Teachers can use the gradual release of responsibility model when it comes to assessment. First teachers can model the task, have guided instruction that eventually leads to independent instruction. Provide students with opportunities to practice in class as well as to self-assess.

http://www.ogapmath.com/overview

As educators it is crucial that we provide assessment for students that is fair and equitable. Provide different ways of demonstrating their knowledge by modifying the process or even he product. Students that may be more hands on learners may enjoy making something for their product while others may enjoy a write-up. Differentiation when it comes to assessment is key. The needs of the students must always be taken into consideration.

Blended Learning

Welcome back to my blog as we are in week four and approaching the end of the course. This week we learned about blended learning that differs from simple in class learning. There are various types of blended learning that we explored and the corresponding resources on how to incorporate blended learning into your lessons.

The first model of blended learning we explored was station rotation that allows students to rotate through various stations on a fixed schedule. At least one of these stations is an online station. The station rotation model is often used in elementary schools because students are used to learning in stations already.

https://www.blendedlearning.org/models/

The second model that was explored was the A La Carte model where students are able to take an online course with an online teacher and face to face classes. This model provides students with more flexibility over their schedules. The a la carte method may be used in a high school setting that provides students with a blended learning opportunity.

https://www.blendedlearning.org/models/

The third model that we explored was enriched virtual that is an alternative to full-time online school that allows students to complete most of their school work at home or online. However with enriched virtual there are face-to-face classes that are required for students to attend. Most enriched virtual classrooms allow students to only attend twice a week providing students with flexibility over their schedule as well.

https://www.blendedlearning.org/models/

One of the benefits of blended learning is that it can appeal to various learning styles where students are able to do more work at home if they find they work better in those environments. Students are able to use technology to their advantage with watching videos online that help them learn various units and subjects. One of the resources that we explored was through EduGains. The EduGains website provides educators with various blended learning lesson plans that have to do with all grades and math units. Teachers can use these resources in order to incorporate blended learning even into one or two of the lessons in a unit using technology. One of the lessons that I explored required using a data input application where students would take surveys and input the information onto an online application where the data could be analyzed for future use. With the growing use of technology, blended learning could be the future that we will begin to see more of.

Rich Tasks

This week we learned about what exactly is a rich task and how can we incorporate rich tasks into math class for our students. Rich tasks are ones that encourage students to think outside the box and look at things from different viewpoints. Rich tasks must first and foremost be engaging. If a task in a lesson is not engaging then it is very easy to lose the students attention and focus. I found that back in my elementary and high school math classes, that math was a very one way worksheet and formula subject that incorporated no engaging tasks and word problems that were hard to understand and only had one right or wrong answer.

http://www.triedandtrueteachingtools.com/2016/08/rich-mathematical-tasks.html

Problem solving is crucial in math, but I strongly believe there needs to be more problem solving where students are encouraged to take different routes to find the answer and have opportunities to reason their way to new understandings. Rich tasks can also incorporate other subjects or areas of the curriculum such as visual arts, science, language, and more. Students can evolve their skills in just more than one area. Often students will be performing a task and not even realize that they are doing math in disguise. Rich tasks must also be ones where the student is able to demonstrate their learning in multiple ways and offers options. Students must be able to represent their knowledge orally, visually, or in written form.

Differentiation is key with rich tasks as students are not all the same and we must provide them with opportunities to demonstrate their knowledge in multiple ways. Every student must be able to start the task in a way that they feel most comfortable but also provide a challenge to every student so that they are able to learn and develop. Lastly students must always be entering a task with a positive mindset and perseverance. Mistakes must not only be welcomed but encouraged because this is when students will be learning the most.

http://ca.mathletics.com/richlearning/

Learning Styles in Math

We always hear about people belonging to categories of learning styles depending on their interests. For example individuals who are more  into art could be categorized as visual learners or individuals interested in sports could be categorized as kinaesthetic learners. I don't think it would be fair to categorize students into these learning styles because students can always belong to more than one. An individual might think that because they are a visual learner that they can't do math, when in fact everyone is capable of doing math because there is always more than just one "right" way to do math. That is where differentiation comes in. As educators it is important that we differentiate our lessons and activities so that various types of learners can have multiple ways of learning math. Giving students choice when it comes to handing in work allows them to be more interested in the work that they are handing in. 

It's important to explore different avenues while teaching math. For example using board games and changing them to learn math, or incorporating math infographics and podcasts. A game that can be used in math is called Blockus. This game can be modified to teach students to practice area and perimeter of shapes. The teacher can give the students a set number for area and perimeter and they must explore how many shapes they can make with that set number. Teachers can always modify this activity depending on the comfort level of the student to make it more difficult or  easier. 

There are many ways we can differentiate in the classroom from changing the content with various delivery methods, the process and making sense of the content taught, and the product or how the students demonstrate their learning. Providing students with various choices allows them to succeed at math. I find it interesting that we have finally shifted math from just being a subject where we memorize formulas and content to do well on standardized pencil and paper tests to a subject that can be filled with open-ended problems, a positive environment where all students feel comfortable, asking questions, fun activities and games, and more student inquiry.

I personally enjoyed my math classes as a student in elementary and high school and did well. However, I believe that I and many other students would have benefited from a system that encourages a growth mindset and differentiates. I hope in my future classroom my students will enjoy math class and walk in every day excited to learn what's next. 

Math Mindset

The second week of math has arrived and no better way to focus on math by not only developing our own math mindset as educators, but learning to help our students develop a math mindset. So what exactly is a math mindset? And what is the difference between a fixed mindset and a growth mindset? By now I'm sure you have heard these terms being thrown around, so let's take a closer look at what these terms really mean in the education world.

https://goo.gl/images/Vx8Qod

A growth mindset means that you believe that smartness increases with hard work and dedication. On the contrast, a fixed mindset means that you believe that you are either smart or you are not, and you can not change your basic level of intelligence. With a growth mindset, no matter how many mistakes an individual may make they keep on going until they have reached their goals or succeeded at the task at hand. The example demonstrated in the online module video shows students playing and never giving up because they are determined to be better at soccer and believe that they can achieve those goals with hard work.

Students with a math growth mindset try harder and longer because they don't believe that trying hard and taking your time equates to being un-smart. When these students make a mistake they do not think it means they are bad at math or will never get it, instead they try harder and face their challenges so that they are able to succeed. Mistakes and challenges are seen as a learning opportunity. 

The video above describes why it is important to choose the harder problems when learning math because our brain actually grows with challenges. Students who have a growth mindset are more likely to choose the harder problems because they want to challenge themselves and develop their math skills. Studies have shown that when students are told by educators that they are smart, the students are more likely to choose the easier problems in math and not challenge themselves. This can be a problem especially when these students face math challenges in the future they can feel like they are not smart if they do not understand the problem. 

As educators it is important to not call our students smart at math but praise hard work and determination. If we see students progressing and working hard at developing their skills in math, it is important to encourage these students to continue this behaviour in order to encourage a growth mindset. 

Welcome Back: Year Two, Week One

Week one of math has provided me with many beneficial ideas and videos that break down math stereotypes and discuss brain growth. Having a math mindset is crucial not only for the educators but students alike. It is important that the attitude towards math is shifted from a negative to a positive light. The video Hollywood Hates Math demonstrates how math is seen in a negative light in hollywood and the media. Math is seen as uncool, or that only certain people are good at math. The video would be a great introduction to show students in a math classroom to hold a class discussion surrounding these ideas about math and how we can work together to break down these stereotypes that exist. 

It is important to understand how brain growth and a growth mindset affects our learning of mathematics. Evidence says that everyone can do math and our brains grow and change when we need them to, as well as mistakes allow our brains to actually grow. The Jo Boaler video: The Brain Science on Growth Mindset states that our belief in ourselves greatly impacts our ability to learn, more specifically with mathematics. As educators I think it is imperative that we foster that growth mindset in our students so that they can believe in themselves with regards to learning math. A non-judgemental and comfortable learning environment is also vital for students to understand that it is not only okay but encouraged to ask questions and make mistakes because it is a part of the learning process. 

Breaking down math myths and stereotypes in the classroom are vital steps towards growth mindset. Understanding that math is not just a subject for boys or that only certain students with a "math gene" or "left-brain dominant" are good at math. These stereotypes are common especially within the media. Math is for everyone and there should not be a gender gap because we are all equally capable of learning math. Having an educator who breaks down these stereotypes and believes in their students allows students to believe in themselves and fosters a positive learning environment where everyone can have fun learning math. 

Reflection

Over the past month or so I have learned and developed numerous crucial skills that I can use in my placement as well as my future classrooms. I have learned that math has changed drastically from the time I was in elementary and even high school and it has changed for the better. Math is a subject that students no longer need to feel afraid of but rather inspired and a subject that they look forward to. Teaching has switched from direct teacher instruction and memorization of formulas students do not understand to the teacher acting as a guide for the class allowing for student inquiry in any way possible. Students are free to develop the skills they need to problem solve in their every day lives and realize that they use math every day and in almost every situation possible. 

It is important to note that when teachers allow students to participate in student inquiry and student centered learning they are exploring topics to a much deeper level of understanding rather than direct teacher instruction. It is important that students understand mathematical concepts and are not merely memorizing formulas and copying steps down that they do not understand because when it comes to application on future assessments the students tend to not do so well because they are not able to apply the knowledge they have in a proper manner because they did not grasp a deep understanding of the concepts. Allowing students to solve open problems that are found in their every day lives allows them to understand mathematical concepts and also apply them. 

I am to be a math educator that inspires my students to think of math in their every day situations and use it on a regular basis. I want to inspire and allow my future students to grasp concepts through student inquiry and have discussions with their peers on the various methods and approaches one can have to a mathematical problem so that they may understand what approach is more appropriate to use in one situation versus another. Finally I want my future students to be excited about walking into math class and about what they will learn next.

-Miss Proenca