mansw 2013 presentation: three tools

7/29/2019 MANSW 2013 Presentation: Three Tools

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Nordin Zuber, Randwick Girls High School

[email protected] @enzuber
mailto:[email protected]:[email protected]


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Teaching and learning in a classroom with 30 students is hard

We only have 40/50/60 minutes chunks

I cant cope with too many tools: if its not simple, convenient andpowerful I dont want it.

I also need tools that can be reused and adapted for different classes.


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The ABQuiz The Tracking Sheet The Feedback Form


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Diagnostic Metacognitive Reflective

What is being learned?What do we need to learn?

Where are we know?Hows my driving?


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What youre seeing today is the result of 3 years experimentation.

A combination of ideas from many of mentors and inspired educators.

Special mention: Judy Anderson, Andrew Martin, Susan Groundwater-Smith and the

online SBG community.

Research insights Robert Marzano & John Hattie & a special thank you to my head teacher Peter Hickey who encouraged me!


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1. The ABQuiz

What is being learned?


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The Concept:

Students at the same table group have (slightly) different quizzes


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Same mathematical skills or concepts,

performed using different numbers.


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Similar/related mathematical skills or

concepts, performed using different

numbers.


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Diagrams in different orientations


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Ask students to show different but

related concepts


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Extremely simple idea

but its amazing how many ways it can help in the classroom.

Powerful feedback effects

Many opportunities for collaborative work

Resources that keep on giving


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Original goal: Where are my students now?

but


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Students cant copy if their papers are different ...

???


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Accurate feedback on where your students are now


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Assessment oflearning Assessmentforlearning

Moving beyond diagnostics .


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5-10 minutes working on your own

5-10 minutes working with your group

Because the papers are different, students have to explain


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What happens?

Students start teaching each other

You can listen to the conversations about skills and content

You can give help as needed and encourage students to help each other

You will need to explain to some students how teaching otherstudents helps them as well.

Your quizzes become the basis for a rich learning experience not just an assessment tool.

Instant lessons with tangible, measurable output.


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Challenge #1


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How to do it


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Thinking about the type of question:

The cognitive difficulty

The numeric skills required

Try to keep these aspects consistent across the A/B/C/D papers

while still making the questions different

Small steps of increasing difficulty easier for students to teach each other

Include show me questions which require drawing pictures

Build your collection over time

One or two quizzes per topic

My long term plan: a quiz to cover every syllabus item

How to do it


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Printing and handing out

Print the 4 sheets

Stick in the photocopier, make (total students 3 ) copies*

Keep the sheets in order hand out carefully


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Challenge#2: Working through the answers

Wake me up whenits the D paper


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One solution: have all four answers ready to go put them on the board


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More interesting : students form marking groups

Marking the quizDoing the quiz

Ask students to use a different colour pen to mark their work.

Will need some training in how to share/evaluate conflicting answers.

Students dont like this at first! They expect you to give the answers.


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Some students start asking for more.

They get so excited they have mastered the content,

they want to show you they can do it and

ask for a different version of the quiz.

Some interesting effects


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Instant retry options

Instant homework options

Do the other quiz.



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Can work for new content as well.

If half the class already know the work, watch themteach it to their peers faster than you ever could!

Works well if students are comfortable working in groups

Table groups of 4 is more likely to succeed.

Check they are teaching correctly



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The gift that keeps on giving

Algebra quiz Algebra quiz

Trigonometry quiz Trigonometry quiz

Instant revision lessons

Build up a bank of resources across the curriculum over time.


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Quizzes as part of broader assessment strategy

Regular formative assessment during the teaching of the topic.

Make it low-stakes:

collaboration options

encourage the use of IDK

encourage students to retake the quiz

Keep the quizzes short:

no more than 10 minutes long content is chunked

mini-quizzes just one or two questions on half a page

mastery is achievable because the hurdle is small and retries encouraged


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Part of a bigger picture: Outcomes mastery focus


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2. The Tracking Sheet

What do we need to learn?

Where are we know?


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The Tracking Sheet

What do I need to learn? Provide students a framework for the topic

A scaffold to help see the big picture

A way to chunk the topic


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The Tracking Sheet





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The Tracking Sheet




Provide teachers a framework for the topic




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How to do it

Syllabus and Program => Tracking sheet in Excel

Cross reference to textbooks

Plan lesson scope and sequence

For each outcome,

What will student do?

How will I know they can do it?

What do I want the students to learn?

Why does it matter?

What am I going to get the students to do?


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The Tracking Sheet

What do I need to learn?

How well am I doing it?

Moving awayfrom marks

Moving towardthe idea of progress on a journey

A new way to evaluate progress:

N:Not Demonstrated (IDK)

S: Starting Out

P: Progressing

P+: Progressing nearly there

M: Full mastery


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Challenge#1: Too many outcomes

7GM Shapes Quiz1 Quiz2 Test

1 Recognise and name common shapes

2 Classify triangles according to sides and angles

3 Angle sum of triangles

4 Classify quadrilaterals

5 Discover properties of quadrilaterals

6 Angle sums of quadrilaterals

7 Recognise line and point symmetry

8 Reflect, rotate and translate shapes

9 Solids and Nets

10 Drawing solids from different angles

11 Tesselations

S P P+ M

1 Classify triangles according to sides and angles.

2 Can state and use the angle sum of a triangle property.

3 Can classify quadrilateral shapes.

4 Can explain and use the angle sum of a quadrilateral.

5 Can recognise line, rotational and point symmetry.

6 Can describe prisms and pyramids.

7 Can draw nets of solids.

8 Can sketch 3D solids (isometric, plan view).

Topic 6 : Shapes

2011

2013


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Challenge#2: When to update the tracking sheet?

The topic test is also a quiz treat it as one!


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The problem with a single number for a topic.

I got 90%Im fantastic!

I got 55%at least I passed!

I got 35%Im not very good


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Were not done with the topic

just because the topic test is done!

We care about mastery right to the

end of the year!


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A strategy to reduce anxiety: Encouraging IDK


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Options to retake the assessment: its masterythat counts.


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The Tracking Sheet

What do I need to learn?

How well am I doing it? A new way to evaluate teaching mastery:

N:Not Demonstrated (IDK)

S: Starting Out

P: Progressing

P+: Progressing nearly there

M: Full mastery


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Student mastery by outcome


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Student mastery by outcome

Overall view of teaching success


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3. The Feedback Form

Hows my driving?

Provide a safe forum for anonymous student feedback.

Students and the teacher reflect on teaching and learning together.


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2011


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2012


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The power of anonymous feedback

Honest feedback

Find out what your students reallythink.

Build trust, build a safe learning environment.


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The power of anonymous feedback

Make it clear the feedback is anonymous.

Students will be quite surprised the first time.

Some will want to put their name on the form!

Some will put their name on the form out of habit.

Make a show of the anonymity

Stay at your desk.

Get students to collect the form

Honest feedback

Find out what your students reallythink.

Build trust, build a safe learning environment.


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2013


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So what? Feedback has to have an effect.

Share the results with the class as soon as possible

Demonstrate a positive and open response to criticism

Dont let the class gang up on critics

Ask questions if you dont understand!


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9M1 Class Feedback Term 1 Week6A

2011


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2

17

6

0 0

I loved it I liked it It was ok Not really I hated it

How much did you enjoy

the last few weeks?

01

18

6

0

Too hard A bit hard Just right A bit too easy Way too easy

Level of difficulty?

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0 0 0

All of it Most of it Half of it Only a little Not at all

How much did you understand?

Suggestions and Comments for Mr Zuber

Good start to the year x 2

Never put Justin Bieber in a maths test

I like doing different activities

More games on the IWB

More food

Some activities are useless

Don't jump to next topic before finish - want to revise

More time to finish off topics

Bit less homework

Don't talk so much - allow time to attempt answer

Start work earlier so less homework x 2

Get straight to exercises so no homework x 2

Like edmodo


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Surprises

On my first practicum, I discovered the class love my teaching,

but were terrified I wasnt actually teaching them the syllabus

I discovered I talk to much..

I discovered I have favourites

8M3 - 2011


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8M3 - 2011


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Comments and SuggestionsFirst time I enjoyed maths/understood maths

A good year/good teacher

Students yelling out stops others learning

Concern about having class favourites x 5

You never answered my questions

Sometimes we went too slowly

Concern other classes were going faster.

Explaining something in several ways is confusing x 2

"When you explain in more than one way

it's hard to understand what I should do"

You can fix beginner mistakes, but you need to

know you made them!

12MX1 Feedback Term 4


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2/3 Unit Ext 2

12MX1 Feedback Term 4

November 2012

2/3 Unit Ext 2


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Preferred start and finish time for Extension 2 lessons


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Comments and Suggestions

Time use in class

Other comments

More time in class to do homework.

More examples.

More time doing work in class if possible.

A bit less time on quizzes.

Less time talking about the pictures.

Time use in class

We need more time.

Lessons at lunch possibly?

Explain a bit slower, let us digest the information before

changing slides.

More exercises in class.More examples "I have to do a few questions to get it.

Show us how to do more questions, esp some hard ones.

There's a big gap between the example in slides and actual

exercise.

One example of each type of questions.


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I think we should go over a lot more exercise/examples rather than spending

the whole lesson explaining so we'll know how to do the exercises.

The end of the period isnt the end of the lesson.

The lesson continues in your time thinking about the lesson,

exploring ideas on your own and struggling with the questions.

In the Extension 2 HSC paper, you will face questions you have

never seen before. Questions I have never seen before. We are

trying to build up your mathematical strength and skills to handle this.

The challenge is to get the balance right we need you to struggle

so you grow, but not so much that you break .

I would encourage you to share answers on edmodo. And dont just

say Im stuck show where you are up to, what you tried. That

could help someone else see the solution.

Summary


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I think 2/3 Unit is under control.

I will do more exercises for Extension 2 in class : but please dont expect I can show you all the

variations. I need to give you the freedom to actually explore and learn them.

Extension 2 Time: I will plan for 3:30 to 4:30 with extra examples (no new concepts) 4:30-5:00.

I will post the extra examples on edmodo for reference in case you didnt see them.

You will probably need to discuss with me or your colleagues if you didnt see the last 30 minutes.

Thank you for the feedback!


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I could talk for an hour about the benefits

and rewards of anonymous student feedback

An extremely powerful tool to building a trusting, safe learning environment.

And you will be amazed at how it

can help develop your teaching!


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Regular use of A/B quizzes for reliable diagnosis

Powerful collaborative learning options

Can be the basis of a whole lesson for consolidating

content and for revision.

Resources that can be reused in many different

ways, for many different classes.


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Help students monitor their learning

Track your progress as a teaching of this class.

Tracking sheets can be reused across year groups

Help transform a success-or-failure,

fixed-ability mindset to a

maths-is-a-journey growth mindset.


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Find out what students are thinking and feeling

Build a safe learning environment : where

the teacher is learning too

Do it once you have a system for all classes.


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What is being learned?What do we need to learn?

Where are we know?Hows my driving?


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I can do mathematicsMathematics is fun and useful

Theres a place in my life for math


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Thank you.

@enzuber

[email protected]

exzuberant.blogspot.com

Nordin Zuber, Randwick Girls High School.

the DEC TAFE Yammer

the MANSW Facebook group

You are free to share, copy, or modify this work for non-commercial purposes so long as you:

(i) Attribute the source : enzuber

(ii) Share all derived works under a similar CC license.

[email protected] exzuberant.blogspot.com

This work is licensed Creative Commons CC-BY-NC-SA.http://creativecommons.org/licenses/by-nc-sa/3.0/

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