My Worthwhile Wednesday Performance TASK Update

I previously posted about my new idea for this year to get my students prepared for the Common Core way of thinking; Worthwhile Wednesday Performance TASK .  My acronym for T.A.S.K. is: Thinking, Applying & Showing Knowledge, which is what I think a performance task encompasses.

I am so excited, I created one of my first Worthwhile Wednesday Performance Tasks for linear equations in two variables. This performance task will incorporate multiple strategies the students will have been learning and the students will use color-coding to help them identify and apply the information in the real world situation.

*** I use color-coding to help the students understand how to differentiate the information. And having the students color-code helps me when I look at the tasks to check for understanding, because I can see by the color-coding if they are understanding or confusing the variables.

On the first page of the performance task the students will use color-coding to identify the x and y variables, the slope and y-intercept in the situation. They will write an equation that represents the situation and explain what the variables represent in the real world situation.  I am emphasizing multiple representations this year so they will also represent the situation using a table and a graph. They will then use color-coding again to identify the slope and y-intercept on the table and the graph to help them make the connections between different representations.

On the second page of the performance task the students will apply the information using the equation from the situation.  They will explain and justify their reasoning in complete sentences.  At the end of each Worthwhile Wednesday Performance Task they will reflect on the task and rate themselves as a "Mathematician" and explain their performance and rating.

I am hoping that the scaffolded color-coding and their written explanations and justification on the Weekly Wednesday Worthwhile Performance Tasks will help them prepare for the Common Core way of learning.

Follow me and check back, I will be posting more about my Worthwhile Wednesdays Performance Tasks throughout the year.... :o)

My Interactive Math Notebooks

Linking up with Passion in Portable Land for her:

My teaching style with Interactive Math Notebooks has evolved over the years.  I started creating my own "Guided Note" pages that were based on color-coding to help the students see the connections in the concepts.  After the first year of implementing my new method of giving notes and seeing the difference it made in their understanding of the concepts, I knew this was the way to go.

I use 3-prong folders for my Interactive Math Notebooks, which I buy at the beginning of the school year. Each period has the color that corresponds with their period.

I also buy class sets of color pencils for the students to use for the color-coding part of the notes.  After making the copies of the guided notes for each class, I hole punch the notes. This makes it easy, the students know, if it has holes, it goes in their IMN.

I love my ActivInspire Flipcharts and my MimioPad because it makes it so easy to give my "Guided, Color-coded" notes.  My MimioPad also lets me be mobile.  I can give the notes from anywhere around the room.

I make a key of my color-coded notes prior to my lesson, so as I am giving the lesson I can focus on the explanation of the concept.   I am able to put the guided note page into my Flipchart and use the MimioPad to easily explain and fill out the notes with the students.  At the end of class I can erase my annotations and start over with the next class.  The students love taking notes this way and it makes it easier for them to understand what I am explaining.

I love the ActivInspire Flipchart because it has a lot of annotation tools. The Flipchart page scrolls and the annotations scroll with it. My MimioPad and ActivInspire are definitely my #1 duo I can't live without.... :o)

Here is an example of what the students would see on the ActivInspire Flipchart.

The students love their IMN because it becomes their own personal math journal that they have created.   And they love the color-coding because when they are looking back at their notes as a resource, the color-coding helps them easily make the connections.

Here are some sample pages from my students' Interactive Math Notebooks.

Math, Technology, iPads and @Socrative

I absolutely love technology in the classroom and have been blessed to have a Promethean Board, ActivExpressions, ActivEngage, a MimioPad and 1:1 iPads.  I have been able to implement so many engaging math lessons using technology.

My favorite math lessons using technology are the lessons I create using Socrative. "Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational exercises via smartphones, laptops and tablets".  

I utilize Socrative in a unique way.  I create quizzes on Socrative that are actually self-paced activities.  I use the Socrative app on the student iPads.  I like to use my Socrative self-paced activities with teams and individually.

When I utilize Socrative as a "Team Task", each team is given an iPad and a team whiteboard.  I also utilize my Team Roles throughout the Socrative activity.  Each Team Member is Team Mathematician throughout the self-paced review.

Team Mathematician has the iPad and responsible for guided the question.  Team Mathematician draws the diagram on the whiteboard and reads the question to the team. Here is an example of what Team Mathematician would see on the ipad.

Team Mathematician would then read the questions to the team and the team focuses on the problem on the whiteboard and discusses the problem.  The team is supposed to focus on the problem and the question and not the iPad.  The key is the discussion and problem solving  as a team.

After the team determines the answer, the Team Mathematician inputs the answer into the iPad.  They get immediate feedback if they got the question right or wrong.  If they got the question wrong they have to figure out their mistake as a team and check with me before they move on.  If they get the question right they move on to the next question.  Team Mathematician rotates and each Team Member is responsible for reading the questions, drawing the diagrams and guiding the team discussion.

I also like to utilize my self-paced activities individually in my Math Support classes where each student has an iPad.  I do various types of self-paced activities on Socrative in my Math Support class.

I create review questions where the students use a whiteboard to do the work and input the answers to get immediate feed back.

I create tasks where my questions on Socrative guide the students through the task.  As they complete the steps of the task, they input their answers.

This is an example of a Oops, I Lost My iPod Transformations task.  The students set up their graph paper and then through the Socrative activity they are walked through multiple Transformations.

My students love the self-paced lessons I do on Socrative. Socrative is also great because it gives you the data on the students answers.  Socrative gives immediate feedback which I display so the students can see their progress.  I can also download the results which helps me see where they are still struggling.

I have a lot of activities that I will be doing with Socrative next year.  I will be blogging about the activities, posting pictures and giving the Socrative codes for you to try.  If you have never used Socrative, you definitely should check it out... Socrative Rocks!!!!

A Glimpse of my Team Tasks

I have written in detail about my "Classroom Structure" and my Collaborative Teams, and I have talked about my new idea "Post It, PROVE It" strategy with teams.

In this post I am going to give you a glimpse of how I do "Team Tasks". After a lot of tweaks over the last couple of years, I have finally figured out an effective way of implementing "Team Tasks" with my students. Students who are not easily motivated and would love to be anywhere else but math class.

My team tasks go hand-in-hand with my "Classroom Structure" and team roles.  Not only do I utilize my team roles during guided instruction, I use the team roles in my "Team Tasks".  In my "Team Tasks" I have thoughtfully created questions that guide the students through the concept by color-coding diagrams and requiring them justify their reasoning using complete sentences.  In my "Team Tasks" it's not just about the answer, but about the process and justification.

"Team Tasks" and Organization:
My "Team Tasks" are usually 4 to 6 pages long and usually take more than one day to complete.  So I have a method for storing the "Team Tasks".  I have stacked file trays; one for each period. And in each period's file tray I have a set of team folders.  The team folders are color-coded with team colors.

If the "Team Task" is continuing the next day, the "Resource Manager" will get the team folder and put the team task into the team folder and put the team folder back in the team tray.  The next day, the "Resource Manager" will get the team folder and the team can continue on with the task.

This is such a time saver.  I do not have to collect, keep track of, or pass out anything.  I Love It! :o)

Task Manager:
For each of my "Team Tasks" I assign a "Task Manager".  The "Task Manager" is responsible for getting the team started on the task, and making sure each team member is following the task.  The "Task Manager" guides the task and makes sure that the "Team Mathematician" is reading when it is their turn.

Here is what the task manager reads to the team at the beginning of the task:
"Each team member should be involved and discussing throughout the entire task.  The team should follow the task exactly as it says. Each team member should read when it is their turn to be “Team Mathematician”.  The entire task should be discussed and completed as a team.  All answers should be in complete sentences using academic vocabulary."

Student Teacher:
My team tasks sometimes utilize the role of  "Student Teacher".  The role of "Student Teacher" rotates through the team members, requiring each of the team members to take the role of "Student Teacher."  The "Student Teacher" reads through the guided question, and the team members follow along and complete the question with the "Student Teacher".

Here is an example of a question using the team role of "Student Teacher".

Team Mathematician:
When not using the role of "Student Teacher", my team tasks use the role of "Team Mathematician".  I utilize this team role because it requires all of the students to be involved throughout the entire task. The role of "Team Mathematician" rotates through each team member, requiring each of the team members to take part in the task.  The "Team Mathematician" is responsible for reading the question to the team and guiding the discussion of that question.  The "Team Mathematician" is not responsible for answering the question or solving the problem by themselves.  All questions with "Team Mathematician" require a team discussion and all team members are required to give input.

Here are some examples questions from various tasks using the team role of "Team Mathematician".

My Role as the Facilitator:
When my students are doing a "Team Task", I am able to walk around the room and listen to the team discussion and see their work.  I love this because when I am listening to the conversation I can check for understanding.  I can tell if they are understanding the concept or having misconceptions.  I can immediately clear up any misconceptions or praise the great work.   I love hearing the mathematical conversations and debates.

My Expectations:
I have very high expectations for my "Team Tasks" and as I walk around the room, the students know that I am looking for academic vocabulary and mathematical discourse.  They know that I am looking to see that the "Team Task" is being followed exactly as it says, and that the entire team is on the same question.  No team member is allowed to go ahead, and the team cannot leave a team member behind.

Last year, I had 100% participation in all of my "Team Tasks", because of the role of "Task Manager" and the fact that nobody wanted to be the one holding the team back. The students also realized how much they learned through the discussion and working together as a team.

There is a lot of reading and writing in my "Team Tasks" and this has been an effective strategy in improving the students understanding of the mathematical concepts.  This year I am taking my "Team Tasks" to the next level by focusing on their written justification. I want their written justification to be more explicit and precise. This part will be a work in progress.  :o)

Assessment Week and Performance Tasks

Along with a lot of other changes I am making this year in my classroom to improve the thinking and reasoning skills of my students, I am adapting how we do our quarterly assessments.

This year were are dedicating a week at the end of each quarter for Benchmark Assessments.

The schedule looks like this:

Benchmark Assessment Part One: 
The students will be given two days to take the multiple choice section. The multiple choice questions will be similar to constructed response questions, but with multiple choice answers. The multiple choice section of the test will be scanned through Illuminate.

Benchmark Assessment Part Two: 
The students will complete a creative writing assignment on a concept from the quarter.  The writing assessment will be graded on a rubric and the score will be averaged into the final benchmark score.

Here are examples of The Concept Writing Assessments for 8th Grade Common Core Math:

Concept Writing Assessment (1):  The Animal Mix-up and Combining Like Terms
Concept Writing Assessment (2):  Lost in Scatter Plot City
Concept Writing Assessment (3):  Rational and Irrational Numbers
Concept Writing Assessment (4):  Mystery in Transformationville

Benchmark Assessment Part Three: 
The students will be given two days to complete a performance task that will cover multiple concepts.  The performance task will be cumulative as well as contain main concepts from the current quarter.  The performance task will be similar in structure to the SBAC performances tasks that have been released. We will grade the performance task on a rubric and so it can be scanned through Illuminate.

I am excited to try our new assessment week... At the same time I am a little nervous because we are not reviewing for the assessment week.  I am just hoping that with the new additions to my daily lessons, that the students are ready for this type of assessment week... :o)

Update:
Here are samples of the writing assessments I did with my Algebra and Geometry classes:
Algebra Writing Assessment:  The Quadratic Formula and the Three Little Letters
Geometry Writing Assessment: The Quadrilateral Family Tree

My "Post It, PROVE It" Idea

I have posted about the need for finding ways to make sure the students are ready for the Common Core way of thinking in my Worthwhile Wednesday Task  post.  This is another new idea that I have and a strategy I am implementing next year.

If you have read my other posts, you have read that my classroom structure is all about teams. The last couple of years, I used a "Blast From the Past" at the beginning of class, which was my version of "Bellwork".  For the "Blast From the Past" the students worked on the problem with their team.  The recorder/reporter would write the problem on the team whiteboard and the team would discuss and complete the problem together. Doing the "Blast From the Past" as a team was a very effective in reviewing past concepts, but I had to take that idea to the next level.

I got my new idea and strategy for next year's beginning of class routine when I came across 4mulafun's Post it  Prove it post.  I took her idea and created a new beginning of class routine with teams using the concept: "Post It, PROVE It".

Instead of using sticky notes for the"Post It" part, I am going to use dry erase sentence strips that I cut in half. I also bought clip magnets in each of my team colors: Blue, Green, Yellow, Red, Orange, Purple.

As you have read, this year with my students I want to emphasize how to properly justify their reasoning and so I wanted to focus on the :PROVE It" part of the phrase.  Because I can't stop thinking of acronyms, I started with creating an acronym for PROVE:  Precise, Realistic, Organized Verbal Explanation.

In my version of "Post It, PROVE It". I will put a problem or prompt on the board at the beginning of class. The students will discuss it as a team. Recorder/Reporter will be responsible for writing the problem.  For the "Post It" part, the recorder/reporter will "Post" the team's answer on the whiteboard at the front of the room.  For the "PROVE It" part, the recorder/reporter will be responsible for writing the teams written explanation in complete sentences on the the team whiteboard.  The recorder/reporter will share out.

I am hoping that my version of "Post It, PROVE It" will help the students learn to articulate and justify their reasoning.

Here is a copy of the slide I made for the "Post It, PROVE It" problem of the day.

School Year Goals 2014-2015 {Linky}

Linking up with Fifth in the Middle and  I {heart} RECESS for a Back to School Goals Linky.
This represents a few of goals and new ideas I have for the 2014 - 2015 school year.