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#Post#: 14--------------------------------------------------
Re: Assessments for Learning 2 for 2
DIR By: avsoblank
Date: January 2, 2018, 9:58 am
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I use exit tickets as well but they are not done in such an
interesting way as the other teachers have poste. I ask a
question before the bell rings and I am looking for an answer
from the students to show me that they understood what the main
purpose of today's lesson was. I would like to make it more
engaging by using graphic organizers as Mr. Lapushin uses or
actual tickets like Mrs. Gordimer does. I was discussing
alternate methods for teaching with a retired public school
teacher and she said that since kids always love playing games,
she would make math fun by always including games that she made
up. I plan to use that assessment strategy as well to see if
the students can apply what they learned to playing games that
deal with real life problems.
#Post#: 15--------------------------------------------------
Re: Assessments for Learning 2 for 2
DIR By: Chava Gordimer
Date: January 2, 2018, 10:43 am
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I like the idea of the flash cards, and timing how long it takes
the class to complete them. It's also a class effort and not an
individual contest, which is nice. You also get to see how the
class is progressing, and what they still need to work on.
Thank you, Mrs. Israel.
#Post#: 16--------------------------------------------------
Re: Assessments for Learning 2 for 2
DIR By: Jackie Farber
Date: January 2, 2018, 11:19 am
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--- Quote from: avsoblank link ---
>
> I use exit tickets as well but they are not done in such an
interesting way as the other teachers have poste. I ask a
question before the bell rings and I am looking for an answer
from the students to show me that they understood what the main
purpose of today's lesson was. I would like to make it more
engaging by using graphic organizers as Mr. Lapushin uses or
actual tickets like Mrs. Gordimer does. I was discussing
alternate methods for teaching with a retired public school
teacher and she said that since kids always love playing games,
she would make math fun by always including games that she made
up. I plan to use that assessment strategy as well to see if
the students can apply what they learned to playing games that
deal with real life problems.
>
--- End Quote ---
I like that you use exit tickets. I have read that using
entrance / exit slips are great ways to check for comprehension.
I use entrance slips, but I may start using exit slips instead
after reading your post. Thank you!
#Post#: 17--------------------------------------------------
Re: Assessments for Learning 2 for 2
DIR By: gschwartz1
Date: January 2, 2018, 6:29 pm
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Hi everyone,
I currently use 3 assessment techniques in my classroom. I use
dry erase boards that the children hold up to show answers. I
also use red and green cards to indicate I agree or disagree.
Another technique I have begun using is accountable talk - where
one student starts an answer and all the other students need to
listen because they need to state whether they agree or disagree
with the other student and why. I'm still perfecting the
technique, its a work in progress for me and my students! This
gives me an idea about who understands what about a topic and
also makes my students very excited to respond.
#Post#: 19--------------------------------------------------
Re: Assessments for Learning 2 for 2
DIR By: gschwartz1
Date: January 2, 2018, 6:39 pm
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--- Quote from: cgordimer link ---
>
>
> I also use exit tickets before recess to assess knowledge.
The exit tickets actually look like real tickets. There's room
for their name and date. I believe I printed them from TPT. I
have used these especially to assess areas that seem to be
trouble spots for my students.
>
>
>
--- End Quote ---
This an area that I can use some help in. I tried exit tickets
in the past and found it took the children way too long. I
consulted with some educators and they told me that at this
point the children are to young. I'm wondering how you do it in
first grade? Please enlighten me :)
#Post#: 20--------------------------------------------------
Re: Assessments for Learning 2 for 2
DIR By: gschwartz1
Date: January 2, 2018, 6:41 pm
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--- Quote from: Lleibowitz@yrsrh.org link ---
>
> ! I also do: "I have, who has" and" Scoot" from
superteacherworksheeets.com Anytime we do games" instead of
Math" my students are so excited,"What No Math"!!! I always
remind them, that was Math.
>
--- End Quote ---
I forgot about those games. this is a great idea. I plan on
implementing it in the near future.
#Post#: 21--------------------------------------------------
Re: Assessments for Learning 2 for 2
DIR By: aaschrei
Date: January 2, 2018, 7:15 pm
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Good Evening, I use many of these techniques in my math class.
One that I will discuss is an Admit Slip (or a Do now) - I find
this to be an extremely effective way to practice the previous
lesson while at the same time having my students get straight to
work when they come into the classroom.
Another technique I use in the classroom is when we are
reviewing math problems, we have a class vote. When a student
gives an answer to a problem, instead of me just saying right or
wrong, I ask the class to raise their hand if they got the same
answer. This is a way for me to assess everyone all at once.
#Post#: 22--------------------------------------------------
Re: Assessments for Learning 2 for 2
DIR By: aaschrei
Date: January 2, 2018, 7:20 pm
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The white boards seem like they can be a great technique and the
students would love doing work on them (as Mr. Lapushin) said
above. Does the school have extra boards? Or are the students
responsible to have their own?
#Post#: 23--------------------------------------------------
Re: Assessments for Learning 2 for 2
DIR By: aaschrei
Date: January 2, 2018, 7:24 pm
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I really like the idea of the exit ticket right before recess.
This will encourage the students to do them properly and if
necessary, they can be delayed an extra moment. At the end of
the day this is hard as by dismissal, you cannot hold the boys
back.
Additionally, before recess it is good to have the materials out
for the next session already. This way you can begin immediately
upon return
#Post#: 24--------------------------------------------------
Re: Assessments for Learning 2 for 2
DIR By: BGrunwald
Date: January 2, 2018, 9:30 pm
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Many times, when I pose a question to the class with two answer
choices, (ex: vowel or consanent; closed syllable or exception;
etc;) I will tell my students "Put up one hand if you think the
answer is_____, or put up two hands if you think the answer
is______." If there are three choices, I will tell them to
raise their right hand for one choice, their left hand for
another, and both hands for a third. If the answer is a number,
I will tell them to put up that amount of fingers, or if it's a
multiple choice question, I will tell them to raise 1,2,3, or 4
fingers, depending on their answer choice. If I see from one of
these methods that most of the class got the correct answer, I
will tell the class to call out the answer all together on the
count of three. Another thing I sometimes do is tell the class,
"Turn and whisper the answer to a friend in the next three
seconds." This gets the girls excited about knowing the answer.
After they all had a turn to share their answer with a friend,
I call on someone to share the answer with the class. These
methods work great both for interactive learning and for overall
assessing.
I'm also a big fan of calling girls up to do work or solve
problems on the board, and I emphasize to the class how I call
up students who are actively watching and listening while I
teach and while their peers solve other problems on the board.
If I see that the class as a whole is lethargic, or many are
spacing out, I sometimes change my tone of voice to wake
everyone up. I find that in general, it keeps the learning
exciting and stimulating to constantly change my tone of voice
as I teach.
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