This week, we had a really engaging math session. This is because we focused on how to incorporate technology into the classroom! In addition, we briefly discussed the implications of assessment, evaluation and reporting in mathematics.
I would like to begin by discussing a great activity that my colleague demonstrated to us. Then, I will highlight a wonderful video that helps teachers incorporate formative assessment into their classrooms!
Math and Technology Activities
This week, the activity that I participated in was so much fun! It was called the "Map Maker" and it is an interactive web-based program. The program can be accessed by clicking here. In a classroom, you would need ChromeBooks, iPads or a computer lab to do the activity. Now, to do this activity you will have a blank grid on the left (see website) and a set of blocks (that are typical landmarks in a city) on the right. The grid uses a compass with north, south, east and west. The goal is to create a city, as you input your blocks (i.e., house, school, park etc.). You can also add roads to connect all of your landmarks. You may add forestry around your city as well.
This activity is applicable to Grade 5 students. According to the Overall and Specific Ontario Math Curriculum Expectations, Grade 5 students are expected to:
Overall-
• identify and describe the location of an object, using the cardinal directions, and translate two-dimensional shapes (p. 82)
Specific-
Location and Movement
– locate an object using the cardinal directions (i.e., north, south, east, west) and a coordinate system
This interactive game really hits the curriculum expectations because the students are using 2-D shapes and the cardinal directions with a co-ordinate system, as they are using their compass on the website. Additionally, the students are visually locating their objects and then describing their locations. The activity can also help with students' understandings of coding because they are essentially using directions to make a product (in this case, a city). I would love to use this game as an introduction to coding in a classroom too, where students can transfer their math skills to another platform. Specific math processes that are applied in this activity could be making connections, representing and selecting tools and computational strategies (p. 77).
Coding
An actual coding activity that resembles the Map Maker is the Minecraft Coding game, found here: https://code.org/minecraft. In Minecraft coding, you must move your objects on the grid and play the game according to the instructions. Thus, here you are also using cardinal directions and a co-ordinate system as you move your 2-D shapes around! I would use this application after introducing the Map Maker. Just to note, the hour of code activities on code.org are exceptionally engaging and easy to use. You can modify the coding activities to your level of preference as well!
Assessment, Evaluation and Reporting in Mathematics
As educators, we have been focusing on the types of assessments and evaluations that make sense in the classroom. We have also noted how important formative assessment is when planning instruction and specifically, allowing the necessary time for ongoing feedback. Summative assessment should only be used sparingly and for evaluation. An excellent tip that teachers can use in the classroom is a formative assessment strategy called "My Favourite No". This is a way for teachers to diagnose the understandings of each student in the class. How it works: the teacher asks the students a question, the students write it on a piece of paper and hand it back, then the teacher sorts the right and wrong answers. From the wrong pile, the teacher chooses their favourite wrong answer and shares it anonymously with the class. Then, the teacher goes through the answer and the math processes step-by-step, allowing all students to engage their thinking and benefit their understandings of the problem. Here is a video that exhibits this practice in a real Grade 8 classroom!
I hope you became inspired today and learned some new things regarding how to use technology and formative assessments in a classroom with respect to math!
Next week, I will be wrapping up my blog posts for the course. I hope you join me then too!
L0v3,
Teddy
I would like to begin by discussing a great activity that my colleague demonstrated to us. Then, I will highlight a wonderful video that helps teachers incorporate formative assessment into their classrooms!
Math and Technology Activities
This week, the activity that I participated in was so much fun! It was called the "Map Maker" and it is an interactive web-based program. The program can be accessed by clicking here. In a classroom, you would need ChromeBooks, iPads or a computer lab to do the activity. Now, to do this activity you will have a blank grid on the left (see website) and a set of blocks (that are typical landmarks in a city) on the right. The grid uses a compass with north, south, east and west. The goal is to create a city, as you input your blocks (i.e., house, school, park etc.). You can also add roads to connect all of your landmarks. You may add forestry around your city as well.
This activity is applicable to Grade 5 students. According to the Overall and Specific Ontario Math Curriculum Expectations, Grade 5 students are expected to:
Overall-
• identify and describe the location of an object, using the cardinal directions, and translate two-dimensional shapes (p. 82)
Specific-
Location and Movement
– locate an object using the cardinal directions (i.e., north, south, east, west) and a coordinate system
This interactive game really hits the curriculum expectations because the students are using 2-D shapes and the cardinal directions with a co-ordinate system, as they are using their compass on the website. Additionally, the students are visually locating their objects and then describing their locations. The activity can also help with students' understandings of coding because they are essentially using directions to make a product (in this case, a city). I would love to use this game as an introduction to coding in a classroom too, where students can transfer their math skills to another platform. Specific math processes that are applied in this activity could be making connections, representing and selecting tools and computational strategies (p. 77).
Coding
 |
| Minecraft Hour of Code (2017). Graphic. Retrieved from https://code.org |
Assessment, Evaluation and Reporting in Mathematics
As educators, we have been focusing on the types of assessments and evaluations that make sense in the classroom. We have also noted how important formative assessment is when planning instruction and specifically, allowing the necessary time for ongoing feedback. Summative assessment should only be used sparingly and for evaluation. An excellent tip that teachers can use in the classroom is a formative assessment strategy called "My Favourite No". This is a way for teachers to diagnose the understandings of each student in the class. How it works: the teacher asks the students a question, the students write it on a piece of paper and hand it back, then the teacher sorts the right and wrong answers. From the wrong pile, the teacher chooses their favourite wrong answer and shares it anonymously with the class. Then, the teacher goes through the answer and the math processes step-by-step, allowing all students to engage their thinking and benefit their understandings of the problem. Here is a video that exhibits this practice in a real Grade 8 classroom!
I hope you became inspired today and learned some new things regarding how to use technology and formative assessments in a classroom with respect to math!
Next week, I will be wrapping up my blog posts for the course. I hope you join me then too!
L0v3,
Teddy
No comments:
Post a Comment