1 Math CAMPPP 2011 Breakout Session 3 – August 18th Proportional Reasoning Responding to Student Work with Time
Learning Goals Participants will consider guidelines when providing effective feedback Participants will explore the importance of effective feedback on student achievement 22
Minds On Activity: Clapping hands
Developing a Learning Goal 1.Choose a PR Expectation provided (gr. 8 NSN 3.04 OR gr. 9 NA 1.05) 1.Choose either BIN 3 or BIN 4 to use as a lens to filter the expectation through 2.(Optional) Choose a mathematical process to incorporate with the expectation and Big Idea 3.Develop a Learning Goal 4
Proportional Reasoning: Problems Keepin’ Tabs A student council collects aluminum pop tabs to raise money to purchase a wheelchair. A company buys the pop tabs for $0.88 per kilogram. If 1267 pop tabs have a mass of one pound, how many pop tabs are needed to purchase a wheelchair worth $1500? Show your workHint: 1 kilogram = 2.2 pounds
Student Work Examine the different samples Provide feedback (on Post Its) using your Learning Goal and a mathematical process as your lens for criteria
Recording Template for sharing (chart paper) 7 Expectation: Big Idea: Mathematical Process: Learning Goal: Criteria for Feedback: Student Sample With Feedback provided on Post-its
Gallery Walk Examine the type of feedback provided. Consider the Learning Goal, the Big Idea, and the Mathematical Process used to inform feedback Are there similarities to the feedback provided? What are some of the differences?
Consolidation What did you notice about the student work? Before providing feedback what was discussed at your table? How did you decide on the criteria you were going to use to give feedback? Give an example of feedback provided that you feel was very effective.
Reflection Choose one of the following: Reflect on 1 change you will make when providing feedback to your students. Reflect on the importance of developing guidelines for providing effective feedback Reflect on how effective feedback impacts student achievement