BYOT activity

GOAL: Present a mathematics activity to fellow classmates that only relies on student technology. Classroom computers (or virtual.uwec.edu) will not be allowed. Then assess and analyze peer learning.

Preparation (group)

Create a classroom activity for BYOT (bring your own technology) and an appropriate assessment.

  1. Choose mathematics content to reinforce the randomly assigned CCSS Standards for Mathematical Practice.
  2. Create an activity designed for 20-25 minutes. Existing material may be adapted, but not copied.
  3. Incorporate student-brought technology (calculators, smart phones, tablets, laptops, etc.). Classroom computers cannot be used except for the teacher station.
  4. Create an assessment that will be homework for fellow students. This assessment will be the basis for your analysis below and should take 10-15 minutes to complete.

Assessment writing tips:

Other resources

Lead the activity (group)


SUBMISSION: Post activity materials to your blog. Submit the spreadsheet and a PDF copy of the analysis to Canvas. The analysis may be done as a group or individually.

BYOT scoring guide [33 TP]

General requirements

  • All materials were adapted or created. (5 TP)
  • Only "student brought" technology is used. No classroom computers are used, except the teacher station. (5 TP)

Presentation

  • Flows smoothly, with any glitches handled gracefully (2 TP)
  • Relevant answers for student questions (2 TP)
  • Student interactions (2 TP)
  • Each member of group has equal share of activity (2 TP)
  • Closure clearly connects activity and practice standard (2 TP)
  • Less than 20 minutes or over 25 minutes (-1 TP each minute)

_____ mathematics is accurate.

  • All (4 TP)
  • (3 TP)
  • (2 TP)
  • A minimal amount of (1 TP)

Collaboration

This instructor will assign a score based on classroom observations and classmate feedback regarding participation and contributions to the group activity. (9 TP)


edTPA analysis

After collecting and scoring the assessment, submit an analysis of the data.

  1. Provide a specific example for how various representations were used during the activity to deepen student understanding of the mathematical standard.
  2. Provide a table containing item analysis data. Suggestions:
  3. Provide patterns of learning for each edTPA category: conceptual understanding, procedural fluency, mathematical reasoning, and problem solving. For each category, minimally do the following:
    1. Start each paragraph with a one sentence definition for category being discussed and its source(s). See Assessment Analysis Prep.
    2. Discuss how the topic was assessed.
    3. Discuss quantitative patterns Quantitative patterns indicate in a numerical way the information understood from the assessment (e.g., 10 out of 15 students or 67% of the students). (edTPA glossary for patterns of learning)
      • Focus on what students can do mathematically
      • Focus on what students need to improve mathematically
    4. Discuss qualitative patterns Qualitative patterns include descriptions of understandings, misunderstandings, and/or partial understandings that could explain the quantitative patterns (e.g., "given that most students were able to _____ it seems that they understand _____" (edTPA glossary for patterns of learning)
      • Include pictures of student work
      • Label student work, "student 1", "student 2", "student 3" because edTPA allows at most work from three students.
    5. Discuss which of the following responsive actions the teacher should take based on the supporting evidence:
      • move on (only recommended if all students understand the content)
      • get more information (what question will provide new insights?)
      • provide more formative feedback like giving specific hint, clue, question, etc., to help students with a misconception (give the actual hint/clue/question that you would use)
      • provide more instruction for whole class (be specific regarding new focus or new activities; repeating the same thing again is not enough)

Resources

edTPA scoring guide [20 TP]

Representations

Provides specific example(s) for how representations were used to deepen student understanding of the mathematical standard(s) in a …

  • clear and complete manner (4 TP)
  • (3 TP)
  • (2 TP)
  • minimal way (1 TP)

Assessment analysis

  • Includes a digital copy of the assessment (2 TP)
  • Table includes edTPA categories and CCSS-M standards (2 TP)
  • Table includes difficulty and discrimination index data (2 TP)

Patterns of learning

Each cell is 0.5 TP for a total of 10 TP

definition and source how assessed? quantitative patterns qualitative patterns
(≤3 student samples)
responsive actions
conceptual knowledge
procedural fluency
mathematical reasoning
problem solving

Points: 0