Discover and read the best of Twitter Threads about #ThinkingClassroom
Most recents (7)
Wanna play a game?
It’s called “Break Up 25”
It goes like this…break 25 up into some (positive) numbers that add to 25.
10+10+5 = 25
Change the + to *
10*10*5 = 500
That’s my score.
Can you beat my score?
#ThinkingClassroom
#OntEd
#ITeachMath
It’s called “Break Up 25”
It goes like this…break 25 up into some (positive) numbers that add to 25.
10+10+5 = 25
Change the + to *
10*10*5 = 500
That’s my score.
Can you beat my score?
#ThinkingClassroom
#OntEd
#ITeachMath
Seriously. Try it.
Then I’ll tell you how my students did.
Then I’ll tell you how my students did.
If you are trying…stop here. Spoilers below.
Tried out a different kind of assessment with Calculus students who are also taking Physics at the same time…integrated course with the awesome @mrtoltonphysics.
Details in the thread.
#ThinkingClassroom #OntEd #ITeachMath
Details in the thread.
#ThinkingClassroom #OntEd #ITeachMath
Presented students with this video. You might notice the ball bounces four times.
Asked students to determine
1) When the ball starts its seventh bounce
2) The maximum height of the seventh bounce
3) The initial velocity of the seventh bounce
1) When the ball starts its seventh bounce
2) The maximum height of the seventh bounce
3) The initial velocity of the seventh bounce
Some reflections on my first month teaching destreamed #ENG1D1 @GLRobertsCVI. After some intro activities, we’ve been doing work with information text structures in and will be doing some how-to writing. Here’s our sequence of learning so far. 1/
We started with some collaborative work sorting some sentences/short paragraphs by structure. You can find the resource we used (for free) at the bottom of this site here: teachingwithamountainview.com/informational-… 2/
After, students watched this video and filled in this graphic organizer to consolidate the learning they had done in their small groups. I got this template from the amazing @mslongpre!
docs.google.com/document/d/11e… 3/
docs.google.com/document/d/11e… 3/
I wasn't sure how #ungrading would go in #MCV4U, but at the halfway mark, it has been a rousing success. Here's what's working, how it happened and what's next! #thinkingclassroom #mtbos #udl #assessment #evaluation 1/13
1. It started w clear communication to families. A lot of the fear around going #markless is the fear of the unknown. Ss wonder "How will I get a mark?" & "How will I know how I'm doing?," & parents worry "Will my child get the marks they need to get into post-secondary?" 2/13 
A lot of these worries are grounded in the belief that Ss are competing amongst and against each other to earn grades. The whole notion of "earning grades" speaks to a deeper problem, but our focus is on learning. When Ss learn, they will excel & they will achieve! 3/13
This topic flummoxes me every year. I want the Ss to understand WHY a shift 3 to the right is achieved by replacing every x with x-3 (not x+3), rather than just memorize, "It's the opposite."
I'm convinced that we need to start talking about this with relations, not functions.
I'm convinced that we need to start talking about this with relations, not functions.
Something like this.
"Here is a relation R. Complicated, huh? Fortunately, I have a computer program that will tell me whether or not a given point is an element of R. I give it an (x,y), and it tells me yes or no. I don't know how it figures it out... but I don't need to!"
"Here is a relation R. Complicated, huh? Fortunately, I have a computer program that will tell me whether or not a given point is an element of R. I give it an (x,y), and it tells me yes or no. I don't know how it figures it out... but I don't need to!"
"Here is a second relation, S. Unfortunately, I do NOT have a point-testing program for this relation... But I DO still have one for R! Can I use the R program to test whether points are elements of S? If so, how?"
1/ I haven’t tweeted much this past quadmester, because it’s been crazy busy, but now that the sprint at the end of the marathon is complete, after reading my students end of course survey responses, I have some reflections…
2/ First of all, I used #LevelledTestQuestions throughout the quadmester, and as anticipated, my Ss really appreciated them. Ss could select the hardest question they could answer, or if they wanted, they could answer multiple questions.
3/ I could choose the one which provided the most evidence of their level of understanding.
Here is their feedback on this type of testing from my end of course survey:
Here is their feedback on this type of testing from my end of course survey:
Hey #onted #mtbos educators. As we move forward with emergency distance learning, keep in mind that our most important focus is assessment: not evaluative aspects but the central definition about eliciting, interpreting info about where students are at, and acting accordingly.1/?
In a classroom we have worked hard for a long time on enhancing opportunities (for ourselves and for our students) in order to do this better. Group work, #thinkingclassroom, collaborative activities.. Be patient with ourselves and with others in these uncharted territories. 2/?
But even as we allow ourselves space to breathe, we cannot forget to be responsive to where students are at. Virtually this is definitely a challenge - like tying our hands behind our backs - we are unable to access the abundance of information we normally can. 3/?
