In 2019 and 2020 I was invited to be part of the Learning Design and Assessment Moderation team at Keith. The training involved attending a number of conferences to discuss the importance of formative assessment, as well as workshopping some strategies for formative assessment later in the year. Such formative assessment strategies included the use of mini whiteboards, coloured cards, base cards, and popstick names.
Following the initial conferences, the Secondary Team at Keith decided to creative formative assessment packs for each Middle and Senior school class, including the Home Economics, Agriculture and Design and Technology Classrooms. Each teacher in the team chose one formative assessment tool to create for the packs. I chose to create true/false cards (see template opposite) and am looking forward to using the completed packs in the classroom next term. |
Visit the Reflective Practice page and click the ASSESSMENT Category for a more in-depth reflection on this experience. |
Visit the Maths Evidence page and scroll down to the Keith Area School section for a copy of Year 10 Maths assignments I used in the Moderation session. |
In 2018, my first year of teaching, I taught Year 11/12 Maths Methods in a combined class. At the end of Term 3, I reflected on how I had taught the subject and looked back at student assessment data to identify the weakest sections of the course. It became clear that Differential and Integral Calculus were the sections of the content students had the most trouble with, particularly early in the year. I, therefore, thought it was important to focus on these sections of the course at the start of Term 4, a time where students spent the vast majority of their time revising for upcoming exams. My preparation involved giving students a "crash-course" in key differentiation strategies, as well as working in small groups to identify key steps in integral calculus.
In 2019, I extended this evaluation of student understanding, and noted an interesting overlap in the curriculums of Year 11 and 12 Maths Methods. In Term 4, I normally begin teaching Year 11 Differential Calculus (as an introduction to Year 12). This seemed like the perfect opportunity for Year 12 students to revise their knowledge and understanding of Differential Calculus; by teaching some key points to the Year 11s. While the Year 12s were nervous, the activity was a huge success and I plan on implementing this strategy again in 2020. |
Visit the Reflective Practice page and click the PLANNING Category for a more in-depth reflection on this experience. |
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