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Chapter 6 – Option 2 (Connection) [Fall 2020]

10/31/2020 5:59 PM | Anonymous

On pages 131-133, Tracy discusses her use of margin symbols for students to communicate their progress in problem solving. What approaches have you used to get feedback from your students about their level of understanding (either in F2F or online teaching)? 

Comments

  • 11/09/2020 1:06 PM | Jen Rianhard
    When I taught 5th grade we used margin symbols similar to the ones on page 131 in Language Arts. I think by having students use symbols in their math work, it can lead to students being successful. It allows students to reflect on how they did and how they can get better. It also gives the teacher some feedback on how the student feels, if they are struggling or if they need some peer guidance.
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    • 11/12/2020 9:55 PM | Anonymous
      So true! And I think your key word above is "reflect"... when students are explicitly given time & and method to reflect on their work and how they feel about their progress, they can give good feedback to the teacher.
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  • 11/13/2020 10:50 PM | Carrie Allen
    When I was in the classroom, I use to have a board that had kids numbers on it! After each lesson, I would ask them to jot on a sticky note something about the work they just did. Sometimes I used this to see their confidence in a concept, gage their understanding, or just check in with how they were! I found it helpful to hear from the students instead of just relying on assessments or observations!
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    • 11/14/2020 4:20 PM | Anonymous
      Sticky notes are a great way to have some safe, private feedback from students!
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  • 11/14/2020 4:24 PM | Anonymous
    Soliciting feedback from students can be a tricky business; simply asking the class “do you understand?” often does not accurately reflect their status. Student self-reports need to be backed up with them demonstrating their understanding by doing the math (in an exit slip, for example).

    In my in-person HS classroom, I’ve done several things for formative assessment: thumbs up/down/sideways, mini-quizzes (graded & not), exit slips, do an example & share with a partner, feedback forms, and so on. Some keys to getting accurate feedback is making it private and low-stakes, and paying attention to building trusting relationships with students.

    In online teaching, using the Zoom private chat is a great idea, and another formative assessment technique is to have the class TYPE in the chat during “wait time”, then hit SEND at the same time. You can also use google forms, have students take a photo of their problem-solving, or use Flipgrid to upload a short video of them explaining their process. I often ask students to “narrate your work” which helps get at their mathematical thinking, valuing the problem-solving process and downplaying “answer-getting”.
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