Manitoba curriculumMath Daily 5 model allows you to incorporate cross curricular themes while still covering all manitoba government mandated math outcomes. Your instruction can be based on the student observation as your instruction blends with assessment. The use of integration allows for increased engagement as students see the relevancy of the mathematical skills that are being taught and build connections between math, other subjects, and the real world.
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assessment
In order to ensure that students’ work is effective, multiple types of assessment are necessary. The most successful form of assessment comes from an authentic aspect, where the teacher is able to watch students in action performing the task at hand. As teachers are often occupied and have many tasks at hand during the day, it is difficult to give students the individual assessment they need. In order to achieve accurate assessment, it should be frequent and should take place in multiple forms.
Informal assessment includes observation. If the teacher is able to observe students on task and watch them problem solve, they will be able to receive an authentic assessment of the student’s work.
Math interviews allow teachers to have conversations with students about their learning. In these interviews, the process is more important than the response. Being able to talk about the process students take when answering questions gives the teacher a clear indication of the student’s abilities. The teacher should always allow the student to answer in their own words, to the best of their ability without interfering or helping the student. The teacher should also reinforce any strategies the student uses, in order to allow a positive learning environment. Once a teacher receives a proper insight on the student’s skill, they are able to teach accordingly.
Checklists allow teachers to document student’s work and also show a visual representation of tasks students have achieved and mastered. Checklists also help teachers see areas where students may need more practice. An entire class list allows the teacher to find commonalities within the math curriculum to see if there is a need for whole-class review on certain topics. If there is a sufficient need for a certain skill, the teacher is able to intervene and plan their lessons accordingly.
Assessment leads to instruction, whether it is individual, small-group, or even whole class. If the teacher is assessing regularly, they can see the progress within their room or also realize that they may need to tweak their teaching plan in a certain way. It is possible to adjust activities based on an observation of the classroom’s needs.
Exit slips are a great way to receive an individual perspective on a student’s work. At the end of the day, before recess, or at any point in the day when the entire class is set to leave the room, the teacher can create a question where each student has to answer in order to leave. The teacher writes a question on the board, such as “what was the toughest part of the math lesson” or “what are you the most proud of yourself for today” and giving students post-its or small note-pads to answer on. The students are then given a space to hand in their answer, and must do so before they leave the room. This allows the teacher insight on the whole class’ opinion. Exit slips also leave room for individuality, and remove the fear or stigma involved in answering a question aloud.
Rubistar is great way to create rubrics to use as an assessment tool.
Click below to se an example:
Informal assessment includes observation. If the teacher is able to observe students on task and watch them problem solve, they will be able to receive an authentic assessment of the student’s work.
Math interviews allow teachers to have conversations with students about their learning. In these interviews, the process is more important than the response. Being able to talk about the process students take when answering questions gives the teacher a clear indication of the student’s abilities. The teacher should always allow the student to answer in their own words, to the best of their ability without interfering or helping the student. The teacher should also reinforce any strategies the student uses, in order to allow a positive learning environment. Once a teacher receives a proper insight on the student’s skill, they are able to teach accordingly.
Checklists allow teachers to document student’s work and also show a visual representation of tasks students have achieved and mastered. Checklists also help teachers see areas where students may need more practice. An entire class list allows the teacher to find commonalities within the math curriculum to see if there is a need for whole-class review on certain topics. If there is a sufficient need for a certain skill, the teacher is able to intervene and plan their lessons accordingly.
Assessment leads to instruction, whether it is individual, small-group, or even whole class. If the teacher is assessing regularly, they can see the progress within their room or also realize that they may need to tweak their teaching plan in a certain way. It is possible to adjust activities based on an observation of the classroom’s needs.
Exit slips are a great way to receive an individual perspective on a student’s work. At the end of the day, before recess, or at any point in the day when the entire class is set to leave the room, the teacher can create a question where each student has to answer in order to leave. The teacher writes a question on the board, such as “what was the toughest part of the math lesson” or “what are you the most proud of yourself for today” and giving students post-its or small note-pads to answer on. The students are then given a space to hand in their answer, and must do so before they leave the room. This allows the teacher insight on the whole class’ opinion. Exit slips also leave room for individuality, and remove the fear or stigma involved in answering a question aloud.
Rubistar is great way to create rubrics to use as an assessment tool.
Click below to se an example: