Have re-introduced Plickers to both K.C and M.M. Thought that if I printed out a set for both of them, they might be more likely to use them. I really like the idea of using Plickers in conjunction with group work. Show the students the question, have them work in groups to answer it, and then, have each group attached to a card which they use to register their vote. I also like how great it is for just a quick exit ticket. I've made sure that the Plickers app is on the Teacher iPads so that a teacher does NOT need a personal device in order to use the Plickers program. They had seen it used with individuals, but not with groups.
Have also joined a Peel Twitter book chat (Grading Smarter Not Harder) which is pretty fast and furious. I'm a bit disappointed by this month's book because EVERYONE agrees with everything the author is saying. It's a lot more interesting and exciting when there is some dissension among participants. I do however, love the #PeelABC format. They send the book for free and you meet once a week, but only chat for 30 minutes.
Signed up for a Book Talk with Kristin Clark and managed to convince several others (LS. KC. and MT) into participating with me. Our first meeting was postponed due to icy weather, but we've been able to start digging into the book. It's called Bringing Math Students into the Formative Assessment Equation - Strategies for Middle Grades and it's using Learning Intentions and Success Criteria. I can always use practice in this area because often I'm not sure that I've worded my LI and success criteria correctly. The great reminder for me at our first meeting was that a Learning Intention or Learning Goal should NOT be identifying what a student is going to be doing. For example, "We are learning to make histograms" is not a good learning goal. It would be better if the goal was, "We are learning that data can be displayed in many different ways" or "We are learning about the advantages and disadvantages afforded by displaying data using histograms."
Have also joined a Peel Twitter book chat (Grading Smarter Not Harder) which is pretty fast and furious. I'm a bit disappointed by this month's book because EVERYONE agrees with everything the author is saying. It's a lot more interesting and exciting when there is some dissension among participants. I do however, love the #PeelABC format. They send the book for free and you meet once a week, but only chat for 30 minutes.
Signed up for a Book Talk with Kristin Clark and managed to convince several others (LS. KC. and MT) into participating with me. Our first meeting was postponed due to icy weather, but we've been able to start digging into the book. It's called Bringing Math Students into the Formative Assessment Equation - Strategies for Middle Grades and it's using Learning Intentions and Success Criteria. I can always use practice in this area because often I'm not sure that I've worded my LI and success criteria correctly. The great reminder for me at our first meeting was that a Learning Intention or Learning Goal should NOT be identifying what a student is going to be doing. For example, "We are learning to make histograms" is not a good learning goal. It would be better if the goal was, "We are learning that data can be displayed in many different ways" or "We are learning about the advantages and disadvantages afforded by displaying data using histograms."
RSS Feed
