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N-RN.2.3 Pretest - Rational and Irrational Numbers

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N-RN.2.3 Pretest - Rational and Irrational Numbers

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Lesson/Notes - Review over material from Mathisfun.com - The evolution of numbers.
Station Activities - sorting of numbers, bingo, categories of numbers.
Exit ticket challenge - vocabulary, explanation and classification quiz on ecampus, mastery 7/10.

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Pre- Test for Unit 1 Assessment
Topics -  Introduction to Scientific Process; Cell Structure and Function.
Unit Assessment based on the standards
All assessment are done on Edinsight and data are available for teachers to distribute to students to individualize their learning.
There will be a quiz on the Scientific Process on the three main misconceptions/EOC content focus.

Misconception- There is an artificial number and order of steps scientists use to solve problems. (Teachers and students should refrain from using the term “The Scientific Method” and focus only on various processes).

Misconception- The control group is always the group left untested (Refer to control as the normal condition used for comparison).

Misconception- Students think if a theory is important enough that it will become a law.  Use Venn diagrams to illustrate the difference

Quiz on Cell Structure and Function on misconceptions/EOC content focus

Misconception- Students confuse the elements that make up macromolecules with their monomers.

Misconception- They also think all structures are glucose.  Use a foldable and CHO, CHO, CHON, CHONP to help them look for specific structures and the elements that make them up.

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Pretest: Assess prior knowledge of civic literacy.
Formative assessments will correspond with the objectives consistent with the standards.
A whole group lesson on how nations are governed differently.
Flipped activity at home: compare indicators of democratization in other countries.

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Pretest and discuss prereq skills (7.NS.1.1 & 8.NS.1.1). Currently this is scheduled to take 2+ weeks.
By using a blended/station/Khan Academy approach, remediation could be met on an individualized basis. Prior to using stations, students would be assigned a review on Khan Academy to give a brief overview of the concepts prior to moving to stations. Students would choose their three weakest topics and complete those stations first to give freedom of choice, but students will eventually visit all stations.

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1. Students should be given a pretest for this unit. Many of these standards and basics are addressed in 7th grade. The students should be aware of how to name segments and angles and aware of the different types of angles. (7.G.2.5  & 7.G.2.4 )

2. Students should be consistently assessed throughout this unit. These are vital concepts for the students to understand and will affect their success for the rest of the year.

3. Lessons 1-1, 1-2 , 1-4 and 1-5 lend itself well to flipped lessons as they are a lot of vocabulary or topics that they have been previously exposed to. The students can then go back and rewatch the video lesson any time that they forget a term or how to apply the vocabulary. Lesson 1-3 would be great in stations, with a teacher-led station. The teacher-led station could walk through the  constructions with the compass and protractor and the other stations could use various tools to help construct (patty paper, geogebra, etc.). Lesson 1-7 would be good to lend itself to stations as well, with different stations exploring the various types of transformations.

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F-TF.1.1  Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle; convert between degrees and radians. This standard is now in Algebra2 and should be pretested along with Trig Ratio problems from Geometry. Depth of knowledge can be explored as many students only have a surface or formulaic understanding of these concepts.

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F-IF.2.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. This would be a topic I would pre-test since it is a topic that is covered in Algebra I.

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1. Administer a pretest on Key details vs Main idea.
2. Based on the results, form mirrored stations, establishing "Track A" for students who need more suport/scaffolding and "Track B" for student who need less support/scaffolding with the same lesson plan and article.

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Practice passages can be used to determine skill strengths and remediation opportunities. Stations can then be created based on the  skills alignments provided in IP. Writing can also be pre-assessed by utilizing a baseline prompt to evaluate skills needed to improve academic writing.

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We said we would pre-test this unit because there is background knowledge the students need to have in order to master these standards.
We would use formative assessments after the SSE cluster, during the APR cluster (to see if they are showing mastery of adding/subtracting polynomials so we can move--or not--to multiplying), and during the RN cluster to gauge understanding.
With RN.2.3, we would start with a whole group discussion when generalizing the rules and then put it in a review station later in the unit. With SSE and APR, create/develop/steal stations based on formative assessment results (sorting students by data to optimize individualized instruction, having different levels/activities at each station so students can work at appropriate pace, teacher led to help misconceptions/accelerate if necessary, Tiered Assignments so students can rate--and prove--their knowledge of the standards). Also Think Tac Toes are great so students can choose what path they want to complete (middle square mandatory) instead of stations.

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Standard: LAFS.1112.RL.1 2 Central Ideas Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
PRETEST: Components of textual evidence.
WHOLE GROUP: Review of Textual Evidence.
BLENDED: Stations of information rotations.  Each station will have components with individualized activities (remediation).
WHOLE GROUP: Discussion  to finalize knowledge.
FLIPPED ACTIVITY: Students are given a literary selection.  They are required to use the learned knowledge to analyze the selection in a Forum Post on eCampus.  They are also required to respond to posts from fellow classmates. This will allow for knowledge attainment, implementation, and interaction.
FORMAL ASSESSMENT: Read "My Name Is" and they need to create a writing assessment where they discussing the central ideas and providing textual evidence to support their conclusions.

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At the of a unit give a pre test on new vocabulary. Students use prior knowledge to check to see how many new words they may recognize cognates. Words that look and sound the same in English. This can facilitate or streamline the chunks of information.at the beginning of the unit.

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How to use padlet, blended learning does not necessarily have to include an abundance of tech. True blended learning includes teachers using data to personalize instruction

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How to use padlet, blended learning does not necessarily have to include an abundance of tech. True blended learning includes teachers using data to personalize instruction

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I learned about the different styles of Blended Learning and how data and individualization are key to developing blended learning in the classroom.

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memrise :)
+

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I learned about EDpuzzle and some additional software to help me flip my classroom.

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New resources that can be used to create and improve on blended lessons.

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New resources that can be used to create and improve on blended lessons.

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go formative

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I enjoyed learning seeing padlet and EDpuzzle. I want to explore a little more with the blended learning sites.

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I want a better way to check my students progress as they watch my videos and I think a combination of these two will help me accomplish this.

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The important of using formative and summative data to direct instruction.

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I learned more about EdPuzzle and found some new resources I can use to blend my classroom

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fewer resources. I would like to see fewer resources more in depth.

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Some new online formative assessment platforms

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Some new online formative assessment platforms

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I have no suggestions for improvement.  The pace of the course and materials included were all great!

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I have no suggestions for improvement.  The pace of the course and materials included were all great!

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I am going to try to flip some of the content in my class.

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I think it would be beneficial to show how to use the data sheets for different subject areas and make more specific decisions based on the distractors chosen.

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I think it was too much time to explore in the beginning of the day. The time at the end of the day is fine, but I would like to be showed more of the information in the beginning, then at the end, explore.

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I truly understand the necessary components for blended learning now and how station rotations can be a part of a blended learning experience. 

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I truly understand the necessary components for blended learning now and how station rotations can be a part of a blended learning experience. 

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Geeslin wants to use rotation stations!! Think-tac-toe also looks promising and not overwhelming

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Geeslin wants to use rotation stations!! Think-tac-toe also looks promising and not overwhelming

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The noise level during the "explore and create" time was center-productive.

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Maybe better transitions. I wasn't always aware when transitions were being made.

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flipped classroom

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EDpuzzle and the blendspace

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I would have liked more information on how to develop and manage the moving pieces of blended learning. (Activities, stations, playlists , etc.)

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Somehow offer it to PLC's on Wednesdays so the discussions can be more subject and content based

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Somehow offer it to PLC's on Wednesdays so the discussions can be more subject and content based

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trying to figure how to incorporate blended learning into my classroom.  I intend to use data from FSA to give students choices on weak areas to work on through a playlist.

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trying to figure how to incorporate blended learning into my classroom.  I intend to use data from FSA to give students choices on weak areas to work on through a playlist.

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Maybe as people come in, have them sit with people that have a similar or same content so we don't have to move around after we get started

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Morning session pace could have been faster. Would have loved to go more in depth on some of the topics and still have afternoon "plan/explore" time. 

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Morning session pace could have been faster. Would have loved to go more in depth on some of the topics and still have afternoon "plan/explore" time. 

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Edpuzzle and blendspace Edpuzzle for crash course videos. 

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Edpuzzle and blendspace Edpuzzle for crash course videos. 

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You clearly explained Blended Learning....I'm eager to implement!  Thanks!

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You clearly explained Blended Learning....I'm eager to implement!  Thanks!

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EDPuzzle is a great way to incorporate blended learning.

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I am really looking forward to my first experience with a station rotation.

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I am really looking forward to my first experience with a station rotation.

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formative assessments are key to blended learning 

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formative assessments are key to blended learning 

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I learned different types of formative assessments to use in the classroom.

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EdPuzzle, flipping lessons

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Love you guys! Thank you for being so much help.

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Students will be given a pre-test on their ability to read a population pyramid.

Whole group lecture covering the different types of population pyramids.

Formative Assessment - use Kahoot to measure student understanding.

Blended activity would have students watch a short YouTube video covering the basics of population pyramids, then have each student choose a country to analyze its population and draw pyramids over a given period of time, and have students answer a free response question.

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Standard: Solve linear equations in one variable, including equations with coefficients represented by letters.
Pretest: Yes, to see which students know the base knowledge to solve equations/literal equations.
Unit Assessment: Given at the half way point of the lesson "unit". Given a 4 question eCampus quiz.
Whole Group instruction: There are too many misconceptions that can happen in this lesson to use other strategies.

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Focus Standard: N 2.1
Pre-Test: Yes. Students will do a unit pre-test. We are doing a pre-test because students usually have misconceptions about the different levels of science.
Misconception: Students confuse the different levels of scientific knowledge, for example, students think astrology is a science.
Misconception: Students think climate change is a hoax.Using the pre-test results, design about 8 stations. Each station will  assess understanding of the concept:
1. Sticky sheets and 2 columns identifying what is science and what is not science using different scenarios with justifications.
2.  CPALMs original tutorial on Defining Science.
3. Read article on CPALMs, "The Weird, Wild World of Citizen Science is Already Here" and complete the questions.
4. Case studies to distinguish what is science and what is not using cards.
5.  Teacher - led discussion on misconception identified in pre-test such as how to use evidence to support a scientific claim. Use chart "Sunsets, souls and senses" on indiana.edu. Students will complete student handout sheet.
6. Evaluate 3 advertisements on the validity of the claim presented, example pH balanced shampoo.

Unit Assessment is based on standard, designed by county.

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We will not do a formal pre-test but will fold some review questions into bellwork to evaluate whether students remember these concepts from previous years. Based on this data we will decide how much review we need to include in our lessons.
After mini-lessons and station practice we will use exit slips or quick quizzes to track student comprehension. We don't want to spend too much time on formal assessment, but certainly need to collect data on student progress.
We will teach mini lessons first to address common student misconceptions, then break students into groups for stations for practice including a teacher-led station for additional individualized remediation. Stations will also include some tiered assignments or menus.

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1.        We would pre-test the following: concepts of central idea, text structure, and point of view.

2.       We would implement a formative assessment after each skill is taught to see if we can progress to the next skill.

3.       We would use stations with teaching the various perspectives.  We would use the flipped classroom to introduce the idea of differing perspectives. At the beginning of the unit.

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At the beginning of level 2 of a foreign language classroom, most students need a review of level 1 information. This lends to a pretest of a variety of vocabulary and grammar topics from the previous year. A teacher can take the data to pinpoint the topics that need to be reviewed, either in depth or quickly. For example, if students remember how to conjugate ser and estar, but they can't remember the differences between the two, you can create stations where higher level students are grouped together and they complete more in depth activities whereas lower level students are grouped together and they complete more grammar based activities.

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-No pretest because previous unit leads into this material and all other material in this unit is completely new.
-Give formative assessments of exit tickets after learning the rules to make sure the students know what the rules are and when to apply them.
-I would do stations with the limit definition of the derivative and equations of tangent lines because this idea might be better digested with stations that include computer manipulatives, visual interpretations and background practice with simplifying algebra.

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Standard: LAFS.910.RL2.5
Craft & Structure
-pretest: identify elements of a short story
stations: practice/dig deeper for each element; students visit stations based on their pretest data
-formative assessment: discussions and practice identifying elements of fiction for each story read

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I learned the true definition of blended learning and how to be a true blended learning classroom.

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Edpuzzle incorporating the questions into the videos as an alternative to nearpod.

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Edpuzzle incorporating the questions into the videos as an alternative to nearpod.

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The "true" definition of blended learning.

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I would love to use EDpuzzle in my classroom! This is a great review tool for students to go at their own pace and review what they need to!

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Simply using station rotation doesn't mean its blended, you have to make it blended

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I learned blended learning is a mixture of personalization, technology, and deliberately grouping students. I learned it requires a lot of planning after looking at student data.

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Providing more physical blended activities. (Things that are not technology based)

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Providing more physical blended activities. (Things that are not technology based)

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I  learned about what blended learning really is including the different methods and options that are available to a blended learning classroom. 

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I  learned about what blended learning really is including the different methods and options that are available to a blended learning classroom. 

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Use more data to drive instruction.

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I learned that blended learning is personalized and uses deliberate grouping of students. It is data driven and provides corrective instruction and the use of technology.

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I learned that blended learning is a multi-faceted teaching method and must incorporate the use of data to personalize learning for students and deliberately group students. Involved within that process is the use of technology for corrective instruction or to differentiate instruction in many varied ways.

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I learned that blended learning is a multi-faceted teaching method and must incorporate the use of data to personalize learning for students and deliberately group students. Involved within that process is the use of technology for corrective instruction or to differentiate instruction in many varied ways.

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I learned about a playlist for each student. This is not a new one each day.  It is a path that the student will follow over a period of time.

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I learned about a playlist for each student. This is not a new one each day.  It is a path that the student will follow over a period of time.

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Wonderful presentation.

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This was a great PD, I came in knowing very little about a blended classroom and now I feel like I'm a level 2 than a level 1! :) I would love to see this training at a PLC level during the school year, I feel like our colleagues could benefit! Thank you for a great day!

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I learned what blended learning is and isn't

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I learned what blended learning is and isn't

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How to incorporate blended learning into my classroom 

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How to incorporate blended learning into my classroom 

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I learned that eCampus can track student progress through standards for me. I snagged an excellent resource for evaluating student test data.

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I learned that you have to use data to deliberately personalize a students learning in order for it to become blended learning.

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I learned that you have to use data to deliberately personalize a students learning in order for it to become blended learning.

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I will definitely try Edpuzzle with a flipped classroom.

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I will definitely try Edpuzzle with a flipped classroom.

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I would like to incorporate more differentiated instruction and the use of technology to assist in corrective instruction. I am still learning about how to make my classroom a "blended classroom". Will continue to improve to help guide my students toward success.

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I would like to incorporate more differentiated instruction and the use of technology to assist in corrective instruction. I am still learning about how to make my classroom a "blended classroom". Will continue to improve to help guide my students toward success.

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I would like to try a flipped lesson once a nine weeks using EdPuzzle as well as how to pull data from EdInsight

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Blending learning is personalized and deliberate practice for individual students.

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Blending learning is personalized and deliberate practice for individual students.

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I will be using the blending learning in my classroom. I am excited to try the playlist for students

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I will be using the blending learning in my classroom. I am excited to try the playlist for students

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Blended Learning: Online learning is effective as a supplement to classroom instruction.

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more comfortable chairs, but facilitators had no choice in that!

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more comfortable chairs, but facilitators had no choice in that!

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One thing I would like to try in the classroom is SWAY

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I would like to flip my classroom with edpuzzle and use a flow chart.

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I would like to flip my classroom with edpuzzle and use a flow chart.

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I will be using edpuzzle and quizzizz. I like the formatting of each.

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I will be using edpuzzle and quizzizz. I like the formatting of each.

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I would like to use EdPuzzle with my students to have a flipped classroom.

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I want to try Outcomes, Padlet, flipped classes.

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gallery walk the posters we have made.

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I learned the definition of blended learning!, and how it could be implemented in my classrroom.

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I learned the definition of blended learning!, and how it could be implemented in my classrroom.

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It was a very useful PD. I learnt so much about blended learning, enough to start doing things in my own classroom. Maybe more activities, options and non-technology based options. 

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It was a very useful PD. I learnt so much about blended learning, enough to start doing things in my own classroom. Maybe more activities, options and non-technology based options. 

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Write the directions for getting to various resources so those of us who were slightly off-topic can correct ourselves without bothering you. Excellent information, thank you!

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Great job at explaining the misconceptions of blended learning and showing materials that would allow me to have a blended classroom

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Very good PD. Many varied activities and TIME provided to  investigate new methods to incorporate digital learning into the classroom.

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Very good PD. Many varied activities and TIME provided to  investigate new methods to incorporate digital learning into the classroom.

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I thought it was well-organized and gave us a chance to move at our own pace....a good component of blended learning!