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Gregory Fisher, Mt. Tabor High School, Winston-Salem NC, A CD that.

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Presentation on theme: "Gregory Fisher, Mt. Tabor High School, Winston-Salem NC, A CD that."— Presentation transcript:

1 Gregory Fisher, Mt. Tabor High School, Winston-Salem NC, A CD that has the Algebra II units, a newly compiled Algebra I unit, question bank for Algebra I&II, and other activities will be given at the end of the workshop. Special appreciation for Burroughs-Wellcome Fund who provided funding for the development of the Algebra I unit and for the CD

2  1. Ontario  2. Quebec  3. Nova Scotia  4.New Brunswick  5. Mannitoba  6. British Columbia  7. Prince Edward Island  8. Saskatchewan  9.Alberta  10.Yukon Territory 10: 100 9: 95 8: 90 7: 85 6: 80 5: 40 4: 30 3: 20 2,1: Toronto 2. Montreal 3. Halifax 4. Fredericton 5. Winnipeg 6. Victoria 7. Charlottetown 8. Regina 9. Edmonton 10. Whitehorse

3  Riding a bicycle  Cooking  Multiplication tables  National Board Certification  Using technology  Fiscal matters  Driver’s License  Marriage  Test corrections with accountability

4 Student can continue to retake assessments, relearn the material, retake assessments, relearn material, retake assessments, relearn the material etc… until they have shown that they have “Mastered it” or run out of time or given up. 1.All students take the assessment together. 2.Teacher grades the assessment and returns it to the students. 3.Students who want to improve the grade seek remediation and retake another version. 4. Repeat Steps 2&3 repeat if necessary

5 ℧ Individualized instruction/review (It can be even used for slower Honors Students) ℧ Provides focus for students to study ℧ Prepares them more for the EOQ’s and EOC’s test ℧ Students can improve their grade and more likely to learn/retain the material ℧ Very easy to grade multiple-choice questions especially with “clickers” that are student led.

6 ℧ The B,C,D (High level 2 and level 3 students) students thrive because of the opportunity to raise the grade and to know exactly what to study. Some F students also thrive. ℧ It’s a sneaky way of reteaching/reviewing material. ℧ It’s a way to avoid giving partial credit for skills that need to be done correctly. (factoring, solving etc…) ℧ Guided Remediation

7  More preparation work for planning the assignment/assessments  More time to grade the assessments  Teaching to the test  Time constraints on students for retaking  Students don’t study for the first test

8  Students should be remediated before retaking an assessment.  Give specific times on when you will remediate for that section. (Usually two choices)  It’s okay to release the first test but not the second test.  Allow time at the end of the quarter for students to retake the assessment.  Communicate with the parents and supervisors especially if using different grading scales.  Give clear standards of what should be mastered.

9  No partial credit because students have a chance to get it right again.  Give higher points if students score more than mastery threshold (60-70%) and fewer points if below the threshold Example of grading scale for a 10-question test with a mastery threshold of 70% : 10: 100 9: 93 8: 86 7: 79 6: 48 5: 40 4: 32 3: 24 2: : 8 Rationale: A lower grade could motivate the students to come back and relearn it (You can always go back and raise their grade.) Suppose a student got 8 right and got partial credit on the other two. They would still have around a 88.

10  Small quizzes that require accuracy (factoring, solving equations.) “Drill and Kill is sometimes necessary!”  Normal Tests at the end of units especially key units (slope, factoring, right triangle trig etc..)  Exam at the end of the year (7 sections of 10 questions.) A student who gets higher at least 7 right then gets 15 points for that section. A student who gets less than 7 correct gets zero points (or 1 pt for every correct question). Students the higher grade between this method and normal percentage of correct problems. (Be sure to have another teacher to help grade or the clickers) (Students didn’t go back and relearn the material!)   Review for the EOC or Final Exam

11 EOC Curriculum divided into 6 sections. Each section had:  Notes with example problems and about 21 problems for the students to try.  A 13-question quiz (with different versions of scrambled answer choices)  A quiz retake (never released to the students) Target Questions were based on Released EOC Test and EOC study questions

12 Grading: The normal lesson tests counted as test grades and these quiz grades counted as test grades Grading Scale (# right out of 13): 13: : 95 11: 90 9,10: 85 8: 60 (remediation not required to retake) 7:50 6:40 4,5: 30 2,3: 20 0,1:10 Remediation required to retake

13 (48 Min. classes all year) Started about 8 weeks before EOC  W: Give out worksheet to students  Th: Spend about 15 min. on worksheet 30 min. on lesson  F: 45 minutes on lesson (or normal lesson quiz)  M: Collect the worksheet for a grade 40 min. on lesson. Remediation before or after school for previous M.L section  T: Go over missed problems on worksheet (15 min.) 30 min. on lesson  W: Mastery Learning Quizzes (30 min.) and 15 min. on the lesson. Students retook the assessments before/after school or during lunch Two other teachers just did the Mastery Unit beginning in early May Weak Honors Students were given a contract (grade raised to a C or D) and came in before school to take the Mastery Quizzes

14  School went from 70% proficient to 88% to 89% proficient and got 2 nd highest in the district (about 4 th in all other subjects)  Algebra II EVAAS Growth of School: 3 and 3.6  Only 2 of my 160 students have dropped a proficiency level from prediction and about 70 have raised a level (30 were already predicted to be level 4)

15  Broke the EOC review into meaningful units with assessments.  Projected Level III/IV students studied for the mastery units and then got IV’s on the EOC.  Weak Honors Students were highly motivated (I only had to change grade of one student because of high exam grade raised the grades normally)  Easier for older students to get rides for the required remediation and retake the quizzes

16  Name the capitals of the following provinces:  1. Quebec  2. Saskatchewan  3. Alberta  4. Nunavut  5. New Brunswick  6. Newfoundland and Labrador  Name the provinces that have the following capitals:  7. Winnipeg  8. Toronto  9. Victoria  10. Halifax 10: 100 9: 95 8: 90 7: 85 6: 80 5: 40 4: 30 3: 20 2,1: 10 1.Montreal 2.Regina 3.Edmonton 4.Iqaluit 5.Fredericton 6.St. Johns 7.Mannitoba 8.Ontario 9.British Columbia 10.Nova Scotia


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