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Video of Agreement Circles (Student Sample)

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Video of Agreement Circles (Student Sample)

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In order to access it, click the play button and then click on the download symbol. You have to save it to your computer to watch the complete video.

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Agreement Circles

Measurement & Data 2.MD.D 10.

Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

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We will give a mini lesson on a picture graph and a bar graph. A picture graph is a graph with pictures on it to see which category has more or less. A bar graph has bars on it, of different heights, to see which category has more or less. Students will learn how to solve simple put-together, take-apart, and compare problems using the information on the bar graph. (Examples: How many more, How many less, How many all together, etc.)

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-Classroom Implementing Agreement Circles
-Assessment for All
-Assessing for Achievement
- Assessing through the Student's Eyes
-Presentation Script

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Agreement Circle Padlet

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A list of appropriate and inappropriate applications of your assessment (i.e. content for which it would be appropriate to use this type of assessment and when it would not be appropriate)

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A list of appropriate and inappropriate applications of your assessment (i.e. content for which it would be appropriate to use this type of assessment and when it would not be appropriate)

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This is appropriate for math and science lessons because in these lessons, teachers can state true or false statements based on the content they are learning in class. This would also be appropriate for a social studies lesson as well because the teacher could make a statement about an important historical event and the students would have to state if it was true or false. These statements would be factual. (Example: George Washington was the second president.) We do not think this would be best for an ELA lesson where students are discussing fictional books. This is because everyone interprets books differently. Opinion based statements would not be appropriate for this assessment.

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A "student sample" of the assessment you were assigned (attached separately below)

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A "student sample" of the assessment you were assigned (attached separately below)

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-Video of Agreement Circles

-Picture of Picture Graph

-Picture of Bar Graph

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We will have the students get into four groups of three (pre-made assessment presentation groups). We will explain to them that they just just got back from a trip to Africa, where they enjoyed an African Safari ride. We want to keep track of how many animals they saw. Each group will be given sets of safari animal manipulatives: elephants, giraffes, lions, and zebras. They will make a picture graph with the manipulatives, and then will transfer that information on to a bar graph. The students will gather in a circle. The teacher will present true and false statements. The students will be assessed through the assessment strategy, Agreement Circles.

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After the students participate in a classroom activity, they will demonstrate an understanding of a picture graph and a bar graph by physically moving to respond to true and false statements and verbally discussing their reasoning.

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Detailed description of your assessment (this needs to be detailed enough that someone who is not familiar with that assessment will understand)

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Detailed description of your assessment (this needs to be detailed enough that someone who is not familiar with that assessment will understand)

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Agreement Circles are an active way for students to discuss their mathematical opinions and ideas. It provides an opportunity for whole class discussion. They will stand in a large circle as a teacher reads a true or false statement. Three to five conceptual statements are presented over the duration of the assessment. For younger students, the teacher will limit the number of statements. The teacher will give the students 5 to 10 seconds to think about whether or not they agree with the statement. The teacher will encourage the students to be confident and advise them not to change their answers based on what everyone else is doing. If the students agree, they move into the center of the circle. If the students disagree with the statement, they remain on the outside. Small groups are made that consist of students who agree and disagree. In these groups, they are asked to engage in discussion to defend their thinking. If all the students end up in the middle or the outside of the circle, have them get into groups and discuss their beliefs. Even if the students all agree that the statement is true, everyone has different reasoning that the other students can learn from. Together, students can modify their ideas by listening to their opposing partners. This can be repeated several times with statements related to the same topic. This assessment strategy is beneficial to the teacher, as she can get a quick visual sense of the student's understanding and thinking.

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Emily Blazey, Megan Hockaday, Ryanne Kaminski