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.
Create a classroom activity for BYOT (bring your own technology) and an appropriate assessment.
- Choose mathematics content to reinforce the randomly assigned CCSS Standards for Mathematical Practice.
- Create an activity designed for 20-25 minutes. Existing material may be adapted, but not copied.
- Incorporate student-brought technology (calculators, smart phones, tablets, laptops, etc.). Classroom computers cannot be used except for the teacher station.
- 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:
- Create at least one question for each of the edTPA areas: conceptual understanding, procedural fluency, problem solving, mathematical reasoning.
- Gather qualitative data like "explain your thinking" or "justify your answer".
- Create your rubrics before giving the assessment. This will make scoring go faster and be more consistent.
- (optional) AP calculus awards points instead of taking points away.
Lead the activity (group)
- Start activity in engaging way. Videos are typically not engaging, but good problems are!
- Mathematics should be accurate (both written and oral).
- Interact with students and/or have students interact with each other.
- Share presentation responsibilities between group members.
- Provide closure to the activity by connecting activity to the relevant mathematical practice.
- Assign an assessment for homework. This should be something that can be collected and scored for your analysis below.
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]
After collecting and scoring the assessment, submit an analysis of the data.
- Provide a specific example for how various representations were used during the activity to deepen student understanding of the mathematical standard.
- Focus on the students, not the teachers.
- Remember that technology is a type of representation.
- Use the standard to help justify decisions.
- Include reasons for choosing the representation(s) over other options.
- Provide a table containing item analysis data. Suggestions:
- Include overall difficulty data.
- Include the edTPA category for each question in the table headers.
- Try both horizontal and vertical tables to see what works better.
- Provide patterns of learning for each edTPA category: conceptual understanding, procedural fluency, mathematical reasoning, and problem solving. For each category, minimally do the following:
- Start each paragraph with a one sentence definition for category being discussed and its source(s). See Assessment Analysis Prep.
- Discuss how the topic was assessed.
- 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
- 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.
- 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)
edTPA scoring guide [20 TP]