Class #5

Today was another class packed full of many activities! We started the class off by writing an entry slip about the two videos we had watched, unfortunately we did not have time in class to discuss them as a group which I would have liked because they were very interesting videos. Our next activity was new to me, we had five stations set up around the room where our subject areas had to spend fifteen minutes at each station and talk about how they could be related to mathematics. The six categories included: quizzes/tests, adaptive dimensions, preassessment/diagnostic forms, daily assessment/performance assessment, and contracts. As a group we felt as if each of these categories could be used in mathematics easily, but the ones where we had the most meaningful conversations was in adaptive dimensions and preassessment/diagnostic forms. For adaptive dimensions we went into that station with minor knowledge on how exactly to adapt our teaching to fit the needs of all learners. We knew that we could give extra help, explain concepts differently, basically  we knew the bare minimum of what we could do to adapt our lessons. However, once we got to the station and read up on what we could do specifically in mathematics we realized that there were so many adaptations we could use that would take no time to plan at all, like making shorter tests or breaking tests up into chunks so students would not feel so much stress over a big test. These types of adaptations seem really simple, yet they could be extremely critical in some students lives. The other category that we found extremely useful in mathematics was preassessment/diagnostic forms. There are so many students in mathematics that are at different levels of what they know in mathematics. Preassessment forms can become extremely crucial to gage where each student is at, at the beginning of the year and to see where the focus needs to be for the rest of the semester. As a group we had never really thought about using these types of diagnostic forms, we sort of assumed we would just jump into what we were supposed to teach and then adapt and modify our lessons as the semester continued. We discussed how crucial these preassessments could be in not only our students learning, but also in our teaching as it gives us a basis of where we need to take our students and how we need to adapt our own teaching to better fit the needs of our learners. Overall, this class gave me a deeper understanding of why different forms of assessments are important to our students and to us.


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