Flow chart redesign
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Beginning of the school year, the document outlines introducing expectations and talk moves to students. It then evaluates students' use of talk moves with non-academic and new mathematical content. Students take paper/pencil and online tests to check understanding of new content. Collaborative groups are formed for conversation before a performance measurement and review of talk moves. The process is repeated for new mathematical content and includes challenge problems and online assessments similar to SBAC exams.
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Flow chart redesign
- 1. Beginning of School year choo Introduction of Expectations Introduction of Talk Moves Evaluate student use of talk moves with non- academic subject Introduction of Mathematical Content Evaluate student use of talk moves with new mathematical content (Give students both paper and pencil as well as online tests. Use either Socrative, or a similar application) Challenge Problem – Increase rigor (Exit ticket through Socrative to check for understanding as well as give practice on computer based questions) Model use of talk moves with new content Inquiry Lesson – New content not explicitly taught Create Cooperative Groups for Collaborative Conversation Performance Measurement – Collaborative Conversation Review of Talk Moves Introduction of Mathematical Content Challenge Problem – Increase rigor (Exit ticket through Socrative to check for understanding as well as give practice on computer based questions)
- 2. Compare results of online assessment on Chapter Test to similar information assessed through Paper and Pencil test. Interim SBAC Assessment (Individual) Create online assessment for Chapter Test, to be taken in the computer lab. Include at least one SBAC sample question (similar setting to the end of year SBAC exam)