This document outlines the agenda for a Workplace Apprenticeship Math Workshop. The agenda includes: - A welcome and gallery walk from 9:00-9:10am - Group collaboration on examining curriculum from 9:10-9:40am - A presentation on assessment from 9:40-10:30am, followed by a short break - Teachers sharing project ideas from 10:45-12:00pm, followed by lunch - An activity called "Let's Get Rollin'" from 12:30-1:10pm - Exploration of web resources from 1:10-2:30pm, followed by another short break - Sharing of tips, tricks and

2. Blueprint for the Day
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Workplace Apprenticeship Math Workshop
Oct 26 FEC 9:00 am till 4:00 pm
Agenda:
9:00-9:10 Welcome and Gallery Walk
9:10 - 9:40 Group Collaboration: Examine Curriculum, timelines.
9:40 – 10:30 Assessment
Assessment overview
Criteria
Rubrics
Formative Assessment Ideas
10:30 – 10:45 Break
10:45-12:00 Project based learning : Teachers share project ideas,
experiences, resources
12:00-1:00 Lunch (option to take half hour and finish early?)
12:30 – 1:10 “Let’s Get Rollin’” RollingCup Activity Lisa Eberharter
1:10 – 2:30 Web resources exploration
2:30 – 2:45 Break
2:45 – 3:10 Inside outside circle: Tips, tricks, lesson share
3:10-3:20 Bulldozers!
3:20 – 3:30 reflection, next steps?

3. We contribute thoughtfully and accept
ideas respectfully
 We are solutions focused
 We respect others ideas and opinions
 We use technology appropriately
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On the Job Safety

4. Gallery Walk

5. Assessment

6. How well do I understand
assessment?

7. Making assessment an integral part of daily
mathematics is a challenge.
It requires planning specific ways to use
assignments and discussions to discover what
students do and do not understand.
It also requires teachers to be prepared to deal
with students’ responses.
Merely spotting when students are incorrect is
relatively easy compared to understanding the
reasons behind their errors.
Burns 2005, p.31

9. Shifting the Balance
Western and Northern Canadian Protocol for Collaboration in Education.
(2006).

10.  "The
word assess comes
from the Latin assidere,
which means to sit
beside. Literally then, to
assess means to sit
beside the learner."

11. Assessment for Learning
Assessment of Learning
Checks learning to determine what to do next and
then provides suggestions of what to do –teaching
and learning are indistinguishable from
assessment.
Checks what has been learned to date.
Is designed to assist educators and students in
improving learning.
Is designed for the information of those not
directly involved in daily learning and
teaching(school administration, parents, school
board) in addition to educators and students.
Is used continually by providing descriptive
feedback.
Is presented in a periodic report.
Usually uses detailed, specific and descriptive
feedback in a formal or informal report.
Usually compiles data into a single number, score
or mark as a formal report.
Is not reported as part of an achievement grade.
Is reported as an achievement grade.
Usually focuses on improvement, compared with
Usually compares
Comparing Assessment for Learning and student’s learning either with
Assessment of
student’s “previous best” (self-referenced, making other student’s learning or the standard grade
Learning Adapted
learning more personal). from Ruth Sutton Learn Alberta
level.
Involves student.
Does not always involve the student.
WNCP, 2006

12. Formative Assessment:
 Assessment
into a whole
and teaching should be integrated
 Ongoing
assessment allows teachers to monitor
students on a daily basis and modify teaching
based on what students need to be successful
 Improves
our teaching practices
 Provides
students with timely feedback that
they need to make adjustments to their
learning.
Assessment for Learning

13. Formative Assessment
Informs our practice
 Provides information about what students
already know (preassessment), are
learning, and have learned.
 What has been learned? What needs to be
learned?
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Relies on specific,
descriptive feedback
that relies on criteria
and is focussed on
improvement.

14. Why Do We Assess Students?
To help us understand whether students
achieved the outcome
 To help students understand whether they
achieved the outcome
 To make clear to students what they need
to do to improve
 To inform our practice. What do we need
to do so that each student achieves?
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Make clear to students what they need to
do to improve”: Involving students in
assessment, keeping criteria transparent
Giving descriptive feedback before
summative assessment.
Provides information for student goal
setting
Speaks to a growth mindset
Is fundamental to student motivation
Involving Students in Assessment

17. Game Break!

18. Students can hit any
target they can see and
that doesn’t move
-Anne Davies
co-constructing
criteria in math class

19. Post Assessment Criteria

21. Assessment Evidence
Observations
Conversations
Products

22. Break!!!
Effect Size
Game

23. What is effect size?

24. Projects and Ideas
Share Time till 12:00

25. 12:00 lunch
12:30 Rolling Cup Activity
1:10 Web Resource Exploration
1:50 Share Learnings
2:20 BREAK!!

26. 2:30 Charlotte Raine, SSLA
2:45 Tips, Tricks, and Lesson
Share
3:10 Bulldozers!
3:20 Exit Slip