Transcript Diapositiva 1

Shifting Practice:
Linking Formative Assessment,
Homework and Learning
Making Homework Work!
Are kids working a
Describe the current homework
policy/practice in your classroom.
Guiding Questions:
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How much time does it take your average student?
How many problems or questions do you typically assign?
Is it graded? If so how much is it weighted?
What does a typical assignment look like?
What resources do the students need to do the homework?
Do most of your students have computers with internet at
home?
7. How is it checked or graded? By you? By students? If in
class how much time do you take?
8. Does every student do the same homework?
9. Do students get “points/credit” just for doing it?
10. What happens if a student doesn’t do their homework?
11. What’s your purpose for assigning homework?
Homework Attitudes/Habits
In elementary school, we are brought up to do
homework, and some kids are lucky enough to
have their parents there to reiterate that message.
We are taught that homework is important for
making the information stick in our brains so that
we are ready for the next day's lesson.
Beginning around middle school, kids start to
question the importance of homework, and that
continues into high school, where a definitive rift
among students is formed.
What are your beliefs about
homework?
• Homework should not restrict a child’s access to
outside opportunities to develop.
• Quality over quantity
• Homework is hard to quantify b/c students work at
different paces, in different environments, w/
different degrees of support.
• If it is assigned to “finish” classwork it is likely to
be difficult for the slower paced student and
unchallenging for the more able.
• Differentiation in homework is difficult to
manage for teachers
• Stressful to students when inflexible and
over-burdensome.
• Puts pressure on those students who have
caring responsibilities at home.
• Makes life difficult on the student and
family when they have other commitments
(church, sports, organizations, part-time
jobs, etc.)
Consider your beliefs as an educator and
experiences as a parent!
Simply Put…
Homework that is not productive and
merely serves as a TIME FILLER is
unproductive and steals opportunities for
valuable development in play and in
participating in other interests.
If the homework is not thought out,
practically approached and flexible, it can be
time wasting for students and teachers AND
a source of conflict.
Homework done right!
Challenging students to think deeply and
give students opportunities to create
products that can be used in meaningful
ways in the classroom.- Keep these in mind!
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Purpose is clear
Task efficiently demonstrates learning
Enjoyable and interesting
Instills competency
Purpose
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Why are they doing it?
If for practice, less is more!
To prepare for future in class assignment.
To build background knowledge.
Efficient
• Is the time it takes for the student/family to
do it worth the benefit (diorama, poster,
etc.)? Requiring mostly nonacademic skills
while content poor doesn’t give the biggest
bang for buck…maybe save those projects
for extra credit if they actually
DEMONSTRATE learning!
• Do they need to do 15 problems or would
one good one with explanation and a
drawing be more powerful?
Competence
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One size does NOT fit all
Homework time based vs. task based
Will they have the resources at home?
Will they need support from others?
Only assign what you design!
In most cases, students should be asked to do only what teachers are willing
to create themselves, as opposed to prefabricated worksheets or generic
exercises photocopied from textbooks. Also, it rarely makes sense to give the
same assignment to all students in a class because it’s unlikely to be beneficial
for most of them. Those who already understand the concept will be wasting
their time, and those who don’t understand will become increasingly
frustrated. There is no perfect assignment that will stimulate every student
because one size simply doesn’t fit all. On those days when homework really
seems necessary, teachers should create several assignments fitted to
different interests and capabilities. But it’s better to give no homework to
anyone than the same homework to everyone.
CONSIDER
If you aren’t going to CHECK it,
don’t assign it!
• Is the time you spend CHECKING it worth
it? Would your time be better spent with
mini-lessons, tutoring, etc.?
A typical night of homework…
• Write the 10 spelling words 3 times each.
• Write definitions of the 15 science
vocabulary words.
• Do the math problems on page 27,
problems 1–20 on dividing fractions.
Look familiar???
Reading
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A more meaningful scaffold would focus on broader concepts and would
include graphic organizers, big-picture questions, or reflective tasks, such
as the following:
List the four most important ideas in Chapter 4. Keep a journal. After each
chapter section, write a reaction to what you read. During your reading,
place sticky notes on the parts you have questions about. During your
reading, place sticky notes on the parts you found most interesting to
discuss in class.
When we want students to focus on the main ideas of a novel or short story,
high-interest and high-emotion questions such as these work well:
Which characters best typify the following virtues: honor, integrity, strength?
What did they do that shows that virtue? Which characters best typify the
following vices: greed, jealousy, arrogance? What did they do that shows
that vice? With which character do you most identify and why? How does
the story relate to life today?
Does one size fit all?
Can we differentiate?
How can I manage it all?
Do our daily assessments
inform our homework
assignments in task and
complexity?
EXIT SLIP
Math Example
Exit Slip: Rita, Gail, Rae and Barb
each have a different colored bike. The
bikes are red, blue, green and black.
No one has a bike in a color that begins
with the first letter of her name. Barb’s
bike is not red. Rita’s is not blue. What
color is each person’s bike?
Now I have some decisions to
make based on who got it
correct, who struggled but had
some idea and who didn’t have
a clue.
This will help me decide
which type of homework
would most benefit them.
Color Coded Homework Cards
How does the color system work?
Color Coded Homework Cards
*Provide example
*opportunity to explore vocabulary
*practice 3-5 problems
*can provide answers for students to CHECK and
CORRECT…they have to show HOW to get the correct
answer
*reading with a graphic organizer for active note taking
*owning the word with the frayer model
*read something different on the topic and draw a picture
or concept map
Color Coded Homework Cards
*Problem Solving
Journal
*Frayer Model
*Write a problem using the rubric
provided and solve using “show/tell”
* Apply the concept in some way…could
be short answer questions or creating a
flow chart to demonstrate learning.
Journals
Color Coded Homework Cards
*create a problem that shows ______
using pencil/paper or technology
(include a graphic to support your
problem)
LETS REALLY LOOK AT THIS ONE!
Careful about technology
• Ex. If you ask them to research, make
sure you know that they have access to
technology or resources…card with a
computer on it will alert you
Data and Statistics
Highs and Lows
Use the weather section of the newspaper to find information on three
different cities.
Compare the daily high temperatures and daily low temperatures of the
three cities.
What type of graph would you make to compare the temperatures of the
cities?
Explain why you would use that type of graph. Discuss the advantages and
disadvantages of each type of graph. Choose and draw the type of graph
that you think is best compares the daily temperatures of the three cities.
Or Locate and cut out three graphs from advertisements in the
newspaper. Tape the graphs to a sheet of paper. Then identify how the
data presented in each graph might or might not be misleading. Circle
parts of the ads that could be misleading. Assign each part
a number (1, 2, 3, and so on).
On a separate sheet of paper, write the number of each
circled part and tell why that part could be misleading.
Multiplying and Dividing Whole
Numbers and Decimals
Clipping Coupons
Estimate how much money you can save by using coupons. Have each family
member find and clip out five different newspaper food coupons and tape them to
a sheet of paper. Each person then should calculate and note on the paper
the total amount of money he or she would save by using these coupons.
Based on the amounts, ask family members to estimate and write down how
much money they would save by clipping and using five coupons each day for three
days. Compare your estimated savings. Describe how each of you estimated the
total amount.
What might we potentially have to consider
with this one?
Clip and Classify
Find and clip newspaper coupons of items that you like, or use coupons that family
members have clipped. How might you classify the coupons? (Examples include
pet foods, household cleaning supplies, and cereals.) Then write the categories
on a sheet of paper and list the amount of each coupon in its appropriate category.
What is the total possible savings in each category? Finally, think about how you
might keep coupons organized for easy use. Write or draw your ideas on a sheet
of paper.
The Advertising Advantage
Find a newspaper advertisement that includes a coupon. Cut out the ad and
tape it to the top half of a sheet of paper. Discuss with family members how you
might improve the ad. Then create an ad to sell a product. Include a coupon in
your ad. Draw your ad on the bottom half of the paper. Ask family members to
evaluate your ad. Make changes to your ad based on their comments.
Using Fractions
More or Less Than a “Cup”?
Experiment to find out if containers
that we call “cups” actually hold 1
c (8 fl oz) of liquid. Fill the
measuring cup with water
to the 1 c mark. Then pour the
water into the teacup. Does the
water fill the teacup? Is there
water left over? Repeat
the procedure with the coffee mug
and the drinking glass. Work with
family members to make a chart of
your results.
Fill It to the Brim
Place the three storage containers on a
table. Have each family member
estimate how many ounces of water each
container can hold. Write down the
estimates. Then measure and write
down how many ounces of water each
container holds. Finally, compare your
estimates to the actual results. How
close were your estimates?
Geometry
What’s Your Angle?
Take a pad of paper and a pencil with you
as you take a walk around your
neighborhood. Point out and sketch
different angles used in at least three
buildings or other structures. What
patterns can you find? Then describe
how angles are used in architecture.
Finally, write a few notes that describe
your sketches.
Picking Patterns
Have each family member find a pattern
in your home, such as on the floor, the
wall paneling, or the wallpaper. Are the
patterns tessellations? (Tessellations are
repeated geometric designs that cover a
plane with no gaps and no overlaps.)
Then make rubbings or draw sketches of
the patterns that form tessellations.
Finally, explain why the examples below
are tessellations.
Discuss line symmetry with family
members. (A figure has line symmetry if
a line can be drawn that divides the
figure into two halves that are the same
shape and size. This line is called a line
of symmetry.) Then ask each family
member to try to locate an example of
line symmetry in your home. Make
sketches of the examples.
Integers and graphs
Find a graph on a coordinate plane in a
newspaper and cut it out. (Coordinate
plane graphs show points that match pairs
of numbers, one number from each of two
axes.) Tape it to the top half of a sheet of
paper. Discuss the graph and its use with
family members. How do you interpret the
graph? What information does it provide?
Then list on the bottom half of the paper
other instances in which coordinate plane
graphing might be used.
You Are What You Eat
Remove the nutrition information label
from a container of food. Tape it to the
top half of a sheet of paper. Discuss with
family members how you might graph
each item’s information. What type of
graph would you draw? Work with
family members to graph the label’s
nutrition information. Draw your graph
on the bottom half of the paper.
Look at the Food Guide Pyramid. To
which group does the food in your
container belong? How many servings of
food per day are recommended from this
group?
What you'll need?
3 eggs
3 glasses
Water
12 tbsp of salt
Experiments
The idea is that an egg will float in denser water. Adding salt increases water density and
makes the egg float.
Fill up two glasses with water and the third glass we half filled with water. Add 6 spoons of salt
to the half filled glass and 6 spoons to one of the full glasses. Stir in the salt.
As you can see, the egg in the salty water floated to the top and the egg in the tap water
dropped to the bottom.
And now, for the fun part! How did we get the third egg to float in the middle of the glass?
Once the salt has settled to the bottom of the glass, slowly and carefully add tap water to the
glass half filled with salty water. This way the salty water and the tap water will not mix.
Carefully drop the egg in the glass. It should fall through the drinking
water until it reaches the salty water, at which point the denser water would be
enough for the egg to float, magically, in the middle of the glass!
What do we need
to be careful of
when assigning
experiments?
Engineering
Instructions
a jar of change
shoe boxes or other cardboard boxes
construction paper
cardboard tubes
string
masking tape
scissors
sharpened pencils
paper
You could use your hands to sort through the change in your piggy bank, but it
would be faster if you built a coin sorter to do the work for you.
Make your coin sorter using just cardboard boxes, paper, tape, cardboard
tubes and string.
Sketch your design ideas on paper before you begin building. Think about the
problem you are trying to solve. Consider the different ways you could sort
coins like by weight, size, sliding ability, or shape.
Once you decide on a design, begin building. Do you have to change your
design as you build? Why? What challenges do you face as you build that you
didn't think about when you were sketching your design? What changes did you
make? Did your design changes solve the problem?
Test out your design with your spare change. Does it work? Do you need to
make more changes?
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Build a Dam (structures)
Materials Needed
long, shallow, clear Tupperware container
sand
small rocks (like aquarium gravel)
popsicle sticks
bucket full of water
Instructions
Fill the Tupperware container with sand.
Dig the path of a river in the sand.
Choose a spot somewhere along the river to build your dam.
Use popsicle sticks and small rocks to construct a dam that will let only a little bit of water come through, but not too
much. Keep in mind that the deeper the water, the greater the water pressure. So, the bottom of your dam will need to
support more pressure than the top of your dam. If you built your dam in a triangular shape, then the bottom will be
wider and will be able to support more pressure.
Test your dam by pouring water from a bucket down the river path.
How did your dam work? Did you have to make adjustments to your design after testing it?
The scene of a crime
Can you see in the dark?
Get five pieces of paper of different colors (such as
different colored typing paper or construction
paper). Dim the lights until you can just barely see.
Wait about 10 minutes (maybe listen to some
music while you wait). Then write on each piece of
paper the color you think that paper is. Turn on the
lights and see if your guesses were correct. Did
everyone in your class mix up the same color or
did everyone get the colors correct?
Use what you know about rods, cones, iris, etc. to
help you!
Interpreting what we see
You can make your own tricky phrase. Here is the code you need (notice how
the tops of the letters are the same):
Your brain recognizes the top of the letters. As long as you are literate, you
should be able to read the tops of the words almost as easily as if you could
see the whole words.
(C = G) (E = F) (H = U) (I = J = L) (R = P = B) (O = Q) (X = Y)
Type out a word or phrase and then replace letters with those that have
identical tops. For example, the phrase:
"ICE CREAM IS GOOD" becomes "JGF GBFAM JS CQQD"
When you have your new phrase, cover up the bottom half and see if people
can read your "words."
Other examples:
“SEEING IS BELIEVING” becomes “SFFJNC JS PFJJFVLNC”
“VISION IS THE ART OF SEEING THE INVISIBLE” becomes
“VLSJQN JS IHF ABJ OE SFFINC JHF JNVJSJRLF
Checking for your blind spot:
a. Checking for your blind spot:
Close your right eye. Hold the image (or place your head from the computer monitor) about 20 inches away. With your left eye,
look at the +. Slowly bring the image (or move your head) closer while looking at the +. At a certain distance, the dot will disappear
from sight...this is when the dot falls on the blind spot of your retina. Reverse the process. Close your left eye and look at the dot
with your right eye. Move the image slowly closer to you and the + should disappear. 7
3b. Filling in your Blind Spot:
close your right eye. With your left eye, look at the red circle. Slowly move your head closer to the image. At a certain distance, the
blue line will not look broken!! This is because your brain is "filling in" the missing information.
3c. Filling in your blind spots:
Close your right eye. With your left eye, look at the +. Slowly move your head closer to the image. The space in the middle of the
vertical lines will disappear.
4. Calculating the diameter of your blind spot:
1. Make a tester by marking + on the far right side of a piece of notebook paper.
2. Stand with your back to a wall, with your head touching the wall.
3. Hold the tester 500 mm (0.5 m or 50 cm) in front of your eye. (It may help to have someone help you.)
4. Close your right eye and look at the + with your left eye.
5. Place a pencil eraser on the far left side of the tester.
6. Slowly move the pencil eraser to the right.
7. When the eraser disappears, mark this location on the tester. Call this point "A."
8. Continue moving the eraser to the right until it reappears. Mark this location on the tester. Call this point "B."
9. Repeat the measurements until you are confident that they are accurate.
10. Measure the distance between the spots where the eraser disappeared and reappeared.
To calculate the width of your blind spot on your retina, let's assume that 1) the back of your eye is flat and 2) the distance from
the lens of your eye to the retina is 17 mm. We will ignore the distance from the cornea to the lens.
With the simple geometry of similar triangles, we can calculate the size of the blind spot because triangle ABC is similar to triangle
CDE. So, the proportions of the lines will be similar.
Literacy enrichment
Look at a newspaper/magazine – find an
example of a persuasive or opinion piece
(identify the techniques used)
Read the argument piece – work backwards
putting the information into the graphic
organizer
Look at the crime science example (picture
and blurb) make a case as to whether or not
you think a murder occurred
Social studies
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Journals
Document analysis
Write a letter to the editor
Solve problems (where to put a park),
(whether or not to celebrate columbus
day)
• Turn any lesson into a problem solving
• Open response
• Argument graphic organizer
Overview | How can real
problems be approached and
analyzed in ways that lead to
practical solutions? What
distinguishes effective solutions
from ineffective ones? In this
lesson, students consider how to
work through a practical problem.
They identify problems in their
school that need fixing, then
devise viable solutions to one of
those problems, using problemsolving models and drawing on
strategies like the social science of
behavioral change. They then test
Tell students they will now consider a
some of their proposed solutions
problem they recently confronted and
make flow charts showing all the possible in the field and propose them to
solutions they considered, including the the school.
final “fix.” You might explain that this
exercise allows them to examine the
critical thinking skills that they already use
when looking for solutions to everyday
problems.
flow chart
Other ideas to explore
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Annotate a map after reading an article about recent Anti-American protests
in the Muslim world …choose a city or county on the map and make and
annotate the map with how the events unfolded
On this day in history
Give students an on this day in history
sheet…have them record their reaction,
reflections or connections to today
Why do you think that this event
was selected as a very
significant event in history? How
do you think this event impacted
history?
Political cartoons/primary
source documents
What role does GRADING and
CHECKING play in homework?
When to check? –
How to check?
Is it meaningful?
Is there feedback?
How can the colors help you?
Yellow card – share
Red card – teacher check
Green card - share
LINKING FORMATIVE
ASSESSMENTS TO
HOMEWORK
Recording