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Formative and Summative Assessment

The main goal of the assessments is to find how was the students level of learning.
It is a way to provide feedback on learning and progress in the learning process.
The studentcan easly understand on what topic they need more practice.
Also the assessments must cover all the different level and the different skills.

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The most important point here is to show the students the connection to the previously learned topics.
Also using patterns if applicable is an easy way for the students to understand the topic.

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Teaching based on inquiry
In my lessons,when introducing a theory or a formula, I ask my students what they know about it, and ask them to research about it.
By this method I stimulate their critical thinking and their inquiry skills.
I will ask some guide questions to help them thinking the right way.

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Use of technology.

It’s one of the overall aims of the IB organization – the teacher says in the video.

I absolutely agree with this statement. In math lessons I consider this not only that they just have this a skill of working with the special calculator for example or working with wiki (as the teacher says in video). But as they have no fear when they encounter something new. They have this confidence that they can learn how to do it.

I am new to IB, and I’ve noticed a big difference between non-IB learners and IB-learners at my school. The first group can feel a little bit lost when they need to learn something from the scratch, they have lack of positive experience when they just read instructions and see how the technologies work and help them to find solutions. And IB students investigate more, they explore real-life problems more and they use technology to calculate, to proof, to visualize, to help the, to present their results in front of the group.

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Collaboration.

Communication is key. And I think that this is something that I like the most about IB - a lot of teamwork, which develops communication skills at math lessons.

We just went through the “Proofs” topic and there was a moment when one half of students chose one way of proving the statement and the rest of the students chose another one. So they divided into 2 groups, I asked them to give some arguments why their approach works better (even if it was not so elegant, they needed to find some positive things in their solution) and then they had a conversation when one group needed to present its arguments to another group, and the second group was developing their active listener skills but at the same time they could give some feedback and they were learning how to give it carefully, how to do it politely.

When you can be opened to others’ opinion, you can gain insights, as it was well said in the video. But I think that we need to teach students of how to be opened. How not to miss thought of their groupmates, even if you don’t agree. How not to stay rigid.

So, I use one strategy at my lessons, that can develop the skill of being opened to others' opinion. After solving math problems, I ask them: “Why is this approach of solution good? Let’s find 5 arguments” And then I ask them: “Why isn’t this approach of solution so good, comfortable, elegant etc? Let’s find 5 arguments”. (For example the graphic solution of simultaneous equations. visual solution - which is good, sometimes takes too much time, and you can make mistakes while expressing "y"- which is bad) So next time when they are in discussion and someone says something that they really disagree, they can still think about it.

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Giving a feedback.

Giving a feedback is a very important part of education. I want to talk here about the importance of some details in giving a feedback. Our school works on a platform, where students upload their tasks and we can check them out. Teacher can leave feedback, and there are also some automatic tools, for example, using the platform you can ask student to correct their mistakes (which you mention in the comments) and to send their works again. The platform counts how many times they corrected their work (because sometimes it really takes 3-4 rounds). So at the end of every topic we meet personally with each student and observe our platform, so we can discuss not only what was good, and what they didn’t really understand, but how many “rounds” it took to understand the topic.

Because sometimes we just look at a result (of course, this is really important, we always happy when students understand the difficult topic, no matter how many attempts there were). But for a detailed analysis it helps to look at all the process. Sometimes my students ask themselves: “Ok, what can I do to make it better next time?” Or we can look at this number of attempts and tell students: “See, you never gave up here! You can be proud of yourself, you can see how difficult it was, but finally you understand this topic!”

And it also helps them to keep their previous experience in case if they will start to give up next time. They always can look at the platform and recollect their previous success.

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Focused on effective teamwork and collaboration

No body works alone in our modern world, the ability of working with others is critical in any position and workplace. However, collaboration or teamwork ability is not a gift, it needs to be developed during school. My Year 10 class have an assignment task of coding by Mathematica, the students are assigned in group of 3, they decide their roles in the tasks, top students in a group without good coordination will not produce high quality work, they not only learn coding but also learn how to work together as a team efficiently. For the Year 11s, the students are given an individual project to complete but they may support each other collaboratively, their tasks are slightly different, directly copying from others is not an issue.

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Teaching informed by assessment ( formative and summative )

This is a no brainer. We all know that a lot of the students try harder when their work is being evaluated. The student can easily understand on what topic he/she  should practice more and ALSO the teacher can have a better grasp how and why his/her teaching method can be a little flawed and improve it for next time.

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Teaching differentiated to meet the needs of all learners

With my MYP5 students we are currently learning cumulative frequency curves and percentiles. We only have one class taking MYP5 and only 12 students are on the course. The students knowledge is quite differentiated since I have 3 students who are up for HL and are competing in the national math tournament and then I have 5 other who are new in our school and have large gaps in their knowledge and their agenda is that they just dislike math. Majority of them were not a fan of data based units but this unit has been quite a fun for them since I split them up in teams and they do surveys around the school on topics they desire to look statistics of and the learning process for the lower graded students has been exponentially faster and more entertaining and the HL students get onto more detailed survey topics that they can perhaps find outliers/medians/percentiles that are quite interesting even for us the staff.

Anyone not IB in my country highly disagrees when we say differentiated in any sentence when it comes to schools yet they don't understand how bad education would be if we can't differentiate.

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Focused on conceptual learning

The introduction of a theory or formula always starts from an example, which may connect the students' previous knowledge. This teaching method is effective and welcome by the students. How to move an example to generalised rule or formula is always challenging. A good design of a sequence of lessons, which start from a good and simple example, then gradually increase the level of difficulties to harder examples/questions, let the students to identify the patterns and to generalise the problems. Deep understanding is the starting point of conceptual learning. Concept doesn't stand alone; it lives with in real life examples. Clear and simple wording to describe a specific concept may be developed from the sequence of examples.

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Teaching based on inquiry

Since I'm currently teaching MYP and I'm still quite new to the IB compared to my colleagues at my school it was quite an experience for me to see how explorations looked in the books we use. I recall never learning via inquiry when I was a student ( I did not learn by IB ). I think that the realization you get by a self made inquiry ( exploration ) will be easier to memorize for future use. I'm still chuckling how MYP students reacted when they explored that when you multiply with a negative number you have to change the sign as well. I'm prone to adapting to more inquiry based teachings for the generations to come.

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Teaching informed by assessment

Students, parents and teachers need feedback to evaluate their learning and teaching and identify what works well and doesn't work well. Therefore, assessment tasks serve different purposes. With different goals, the tasks can be short or long, can be verbal or in writing, can be in form of multiple choice or short answers. For the class tests, it's main goal is for the teacher to learn where the students are at on a specific topic and give feedback to each student of their progress. The common assessment task, such as Semester exam, its purpose is to learn the level of achievement of the cohort, therefore, rotational marking is necessary to guarantee the consistency. The results of the exam are to be used for the school management or the maths faculty to confirm or adjust the curriculum.

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Differentation:
As we know that differentation is a process, doesn't has end point. Key factor would be knowing students and getting used to their learning habits. Then our teaching style could be adjusted due to students' learning style.
For example, interpersonal and verbal students benefit from cooperative learning but logical and intrapersonal students might prefer lonely studying. Kinesthetic learners could be invited in front of the class and they might be encouraged to solve question on the board. Visual learners might be promoted to research proof videos or geogebra activities.

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Assessment:
Beyond homeworks and quizs, fair assessment depends on observation, caring students and giving regular feedbacks. During instruction I try to maximize mobility. Then I stop next to one of my students and reflect on his study.
I definitely believe in the benefits of giving feedbacks.First I emphasize his strengths then weaknesses and then try to find a way to overcome weaknesses and misconceptions. Sometimes within breaktime, sometimes using after school hours. Feedbacks ensure gaining respect of my students. In addition I encourage my students to summarize the content, at the end of the lesson.

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Collaboration:
I guess all ib process is highly related with research and collaboration skills. First class is divided into groups consisting of 4 students at most. Those should be heteregeneous groups such that including strong at doing maths and weak at maths. End of the subjects  students would be given activity to held during lesson time. Our role would be promoting and  facilitating   discussions.
We should ensure everyone take place via collaboration.

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Teaching differentiated to meet the needs of all learners

In my mind this is the same as creating an inclusive teaching and learning environment for all students.

There are a number of ways a strive to do this in my lessons

Some ways to remove barriers for studets with dyslexia or similar:
- Use a non-white background, blue if preferable in general, but some students may prefer a different colour
- Use a sans serif font. Comic sans is great, because it also uses letter letter 'a' written in a simpler form

Some ways to remove barriers for those with sensory overload:
- Think about classroom positioning - are they best near the front so that they don't have the rest of the class in front of them?  Are they better near the back so that they can't hear the computer fan as loudly?
- Have quiet working times where they may find it easier to concentrate.

This is just a sample - here are many other ways to cater to a range of learning needs that are easily implemented throughout your lessons

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Teaching informed by assessment (formative and summative)

At the end of a topic we do an end of topic test, with questions on all parts of the topic that we have covered. After each one of these, I do a 'follow up' lesson. In this lesson I give their marked tests back and they identify which topic they had trouble with, and therefore need more practice on, and which topics they understand well.
I also go through the solutions which I model on the board, while pointing out areas where there are common mistakes made in these types of questions.

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My first point is on Teaching focused on effective teamwork and collaboration

This is very linked to the communication skills development. I like to ask students to break into groups and plan a short lesson on a topic that we have covered so far. They can then teach this to the class as a revision lesson.
In addition, at the end of a topic, I like giving them a group problem-solving task, where they have a number of problem solving questions that they must work on in groups. I then mark them and give a prize to the groups with the most correct answers.