Seminar+5

=Seminar 5 -- October 8, 2009=

Topics: Student based assessments Solutions to mathematics problems

Readings: Chapin, et al. Chapter 5 – Solution Methods and Strategies

Summary: This chapter introduces different problem solving strategies, which often involve representing mathematical ideas in different forms. "Representations are tools that help us record and work with our mathematical ideas, communicate our thoughts to others, and clarify our own understanding. Students in elementary and middle grades use a variety of forms of representation to record and communicate their thinking: symbols, drawings and pictures, tables and charts, physical materials, graphs, models, and oral and written language" (Chapin, et al. p. 90). The authors also provide help for understanding how to talk through a solution method with students as well as how to have the students self-monitor their thinking.

Assessment readings packet (to be discussed later):

This piece looks at how teachers have the ability to modify their questions to a more open-ended set of questions so that greater understanding of student thinking can be made. [|Chappell_Thompson_MTMS99.pdf]

Teachers often use the tool of walking around the classroom to understand what their students are doing and thinking. This piece looks at how teachers might use walking around as a tool of informal assessment. [|Cole_MTMS99.pdf]

If we want to increase the use of open-ended assessments, how does one grade these fairly? This article looks at some tools that teachers have to assess open-ended type assessments. [|Conway_MTMS99.pdf]

This article looks at two different problems and how students have misunderstandings about the tasks and what the teachers did to understand these misconceptions. [|Stylianou_etal_MTMS00.pdf]

Assessing students' understanding through conversations is a valuable tool for elementary teachers. This article looks at different conversations students and teachers had and what the teachers learned from such conversations. [|Vanderhye_Demers_TCM07.pdf]

Weiser looks at student assessment through a metacognitive approach. By asking the students questions about their thought process, teachers are more able to modify future lessons and assessments. [|Weiser_TCM08.pdf]

Assignments Due: Unit Planning – Parts 1, 2, & 3 by **12:00 noon Friday, October 9, 2009**