This blog is a tribute to my parents who are life long-learners and my students whose identity and world views I am responsible for nurturing in the span of 365 days.
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Formative assessment
Today, as I was updating my profile on the blog (many things have changed since I started it), I observed with interest that most of the hits from my readers were on a post that addressed formative and summative assessments in the classroom.
Teachers are always looking for ways to assess children and one way to find them is by foraging through the world wide web.
Formative assessments can be as simple as taking notes, talking to children, recording a scenario on video, an exit slip, or a simple checklist. The purpose of the formative assessment is to know what the students know and need to understand; it also informs the children what they know and need to investigate further.
I am working on simple machines with my students.
The children need to understand the following concept: Machines make our lives easier. We can show children different examples of machines and test them on their knowledge by giving them a 'test'. However, this is but one way of assessing their knowledge. In order for the students to embrace this understanding and apply it in real life situations, they need to experience the simple machines.
They need to build them, analyze them and draw parallels with the world around them.
For the last two weeks, they have been exploring machines, building machines, going on a machine hunt, reading books about machines, and watching movies where machines have been used. The students made up a machine dance too.
At the gym, Novatel Hotel
Getting help, building a ramp.
Creating a trebuchet with pencils
Trying out the catapult
A machine dance
Understanding how machines make lives easier
Figuring out where the load, pivot and fulcrum is.
The students created a catapult using a punching machine, some blue tack and a few rubber bands. The had to throw a ball made of foil as far as possible and measure the distance.
We invited a parent (who is a very creative and enthusiastic amateur scientist). He made an amazing power generator using wire, rubber balls and screws!
As the children explore the various machines, I am constantly asking them questions and noting their answers. At times I ask some students to explain a concept to their peers. We keep talking about them everyday. Questions are posted on the wonder wall and are left there to be answered by the students themselves. Below the wonder wall, I strategically place all books on simple machines :)
Here are some of the formative assessments I have created along the way.
If you are doing a unit on this topic, please feel free to use the resources. If you have any great resources you want to share with us, we will be delighted to have them. Formative Assessment
“ People can make choices to support the sustainability of the Earth’s energy resources .” Me to students : Does that make sense? Students to me : (after a while)...not really... Their understanding of "energy" during the pre-assessment task also reflected a superficial knowledge of the term. And thus our unit of inquiry started. As I was browsing the net, I came across this picture prompt- a map, which I thought would serve as a great provocation. The annual energy consumption per person . Kids love guessing where countries are, so it was a great way to address some geography at this point. I had also been reading Craig Dwyer's post which inspired me to change my inquiry cycle and use a simpler one. Wonder (while exploring)- Explore (while wondering)- Create (while reflecting)- Reflect (with subsequent wonderings). I was feeling more at ease now. The map allowed the students to make a lot of inferences based on patterns whi...
Source: Cariyon.com I was nervous about flying down to California to lead a workshop that I dreaded the most. I remembered that not-so-very-successful workshop in Vietnam a decade ago. I knew I didn't deliver as I should have. My problems had been compounded by an over-zealous Field Rep who kept popping in and taking over my sessions. Though she apologized later (a little too late in my opinion), my confidence as a fledgling leader was at an all time low. That failure (I will call it that for now) seemed to have found a place in my psyche, shaping my identity. I had done an upskilling course on this workshop. But to be honest with you, it was a blur and though I ticked all the checkboxes for the course, deep down I felt I was far from prepared. But one thing I realize about myself is that I like to face my fears. When the email invitation popped up in my inbox, my heart sank because I knew I would take up the challenge. I had done this workshop several times but they ...
A reflection: It's funny how people start addressing women as Sir in India once they do something heroic! A step by step process of my inquiry lesson. I think I'll keep updating the same post in order to keep this on one page! 23rd August My class is learning all about heroes, and I have created a short but provocative video ( I hope! ) using Animoto. What a wonderful tool :) Famous and the infamous This was my provocation. I decided not to tell the kids what they were going to inquire into. By carefully watching the video they will have to identify the characters they know. I posted a power point of the famous and infamous characters on the new class blog (The kids are absolutely thrilled and amazed to see themselves on it) so that they can go home and show their parents the ones they had trouble identifying. 24th August The following day we made a Venn diagram. A three way one. I used http://billsteachingnotes.wikispaces.com/Graphic+Organisers to make copies ...
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