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The ABQuiz
The ABQuiz
Hows my driving?
Reflective
What youre seeing today is the result of 3 years experimentation. A combination of ideas from many of mentors and inspired educators. Special mention: Judy Anderson, Andrew Martin, Susan Groundwater-Smith and the online SBG community. Research insights Robert Marzano & John Hattie & a special thank you to my head teacher Peter Hickey who encouraged me!
1. The ABQuiz
What is being learned?
The Concept:
Students at the same table group have (slightly) different quizzes
Extremely simple idea but its amazing how many ways it can help in the classroom.
but
???
Assessment of learning
What happens?
Challenge #1
How to do it
How to do it
Thinking about the type of question: The cognitive difficulty The numeric skills required Try to keep these aspects consistent across the A/B/C/D papers while still making the questions different Small steps of increasing difficulty easier for students to teach each other
One solution: have all four answers ready to go put them on the board
Ask students to use a different colour pen to mark their work. Will need some training in how to share/evaluate conflicting answers. Students dont like this at first! They expect you to give the answers.
Some students start asking for more. They get so excited they have mastered the content, they want to show you they can do it and ask for a different version of the quiz.
Can work for new content as well. If half the class already know the work, watch them teach it to their peers faster than you ever could!
Works well if students are comfortable working in groups Table groups of 4 is more likely to succeed. Check they are teaching correctly
Algebra quiz
Algebra quiz
Trigonometry quiz
Trigonometry quiz
Instant revision lessons Build up a bank of resources across the curriculum over time.
Make it low-stakes: collaboration options encourage the use of IDK encourage students to retake the quiz
Keep the quizzes short: no more than 10 minutes long content is chunked mini-quizzes just one or two questions on half a page mastery is achievable because the hurdle is small and retries encouraged
The Tracking Sheet What do I need to learn? Provide students a framework for the topic A scaffold to help see the big picture
The Tracking Sheet What do I need to learn? Provide students a framework for the topic A scaffold to help see the big picture
The Tracking Sheet What do I need to learn? Provide students a framework for the topic A scaffold to help see the big picture
How to do it
Syllabus and Program => Tracking sheet in Excel Cross reference to textbooks
What do I want the students to learn? Why does it matter?
The Tracking Sheet What do I need to learn? How well am I doing it? Moving away from marks Moving toward the idea of progress on a journey
M: Full mastery
7GM Shapes
1 2 3 4 5 6 7 8 9 10 11
2011
Quiz1
Quiz2
Test
Recognise and name common shapes Classify triangles according to sides and angles Angle sum of triangles Classify quadrilaterals Discover properties of quadrilaterals Angle sums of quadrilaterals Recognise line and point symmetry Reflect, rotate and translate shapes Solids and Nets
Topic 6 : Shapes
1 2 3 4 5 6
2013
P+
7
Tesselations
Were not done with the topic just because the topic test is done!
The Tracking Sheet What do I need to learn? How well am I doing it? A new way to evaluate teaching mastery:
2011
2012
2013
Demonstrate a positive and open response to criticism Dont let the class gang up on critics Ask questions if you dont understand!
2011
Level of difficulty?
18
6 0 Too hard
2
0 I loved it I liked it It was ok Not really 0 I hated it
1
A bit hard Just right A bit too easy
13
0 Only a little
0 Not at all
Suggestions and Comments for Mr Zuber Good start to the year x 2 Never put Justin Bieber in a maths test I like doing different activities More games on the IWB More food Some activities are useless Don't jump to next topic before finish - want to revise More time to finish off topics Bit less homework Don't talk so much - allow time to attempt answer Start work earlier so less homework x 2 Get straight to exercises so no homework x 2 Like edmodo
Surprises
On my first practicum, I discovered the class love my teaching, but were terrified I wasnt actually teaching them the syllabus
8M3 - 2011
8M3 - 2011
Students yelling out stops others learning Concern about having class favourites x 5
You never answered my questions Sometimes we went too slowly Concern other classes were going faster. Explaining something in several ways is confusing x 2 "When you explain in more than one way it's hard to understand what I should do"
You can fix beginner mistakes, but you need to know you made them!
2/3 Unit
Ext 2
2/3 Unit
Ext 2
Time use in class More time in class to do homework. More examples. More time doing work in class if possible.
Other comments
I think we should go over a lot more exercise/examples rather than spending the whole lesson explaining so we'll know how to do the exercises .
The end of the period isnt the end of the lesson.
The lesson continues in your time thinking about the lesson, exploring ideas on your own and struggling with the questions.
In the Extension 2 HSC paper, you will face questions you have never seen before. Questions I have never seen before. We are trying to build up your mathematical strength and skills to handle this. The challenge is to get the balance right we need you to struggle so you grow, but not so much that you break . I would encourage you to share answers on edmodo. And dont just say Im stuck show where you are up to, what you tried. That could help someone else see the solution.
Summary
I think 2/3 Unit is under control. I will do more exercises for Extension 2 in class : but please dont expect I can show you all the variations. I need to give you the freedom to actually explore and learn them. Extension 2 Time: I will plan for 3:30 to 4:30 with extra examples (no new concepts) 4:30-5:00. I will post the extra examples on edmodo for reference in case you didnt see them. You will probably need to discuss with me or your colleagues if you didnt see the last 30 minutes.
I could talk for an hour about the benefits and rewards of anonymous student feedback
And you will be amazed at how it can help develop your teaching!
The ABQuiz
Can be the basis of a whole lesson for consolidating content and for revision.
Resources that can be reused in many different ways, for many different classes.
Find out what students are thinking and feeling Build a safe learning environment : where the teacher is learning too
Hows my driving?
I can do mathematics Mathematics is fun and useful Theres a place in my life for math
Thank you.
Nordin Zuber, Randwick Girls High School. @enzuber or find me at:
the DEC TAFE Yammer
enzuber@gmail.com
exzuberant.blogspot.com