#214EdPrep: Spark Sessions for Engagement and Pre-Assessment Strategies

By Rachel Barry

This is the third in a series of blog posts discussing the collaboration of the Collab Lab and our EG Ed Prep students.  Please follow along on our journey using the hashtag #214EdPrep or clicking on the label #214EdPrep in the word cloud!

In yesterday's blog post, we discuss the background behind these Spark Sessions with our Elk Grove District 214 Ed Prep students.  

On the second "Spark Sesson" day, I presented students with a game to practice or review class material as well as using Google Forms to pre-assess students.

Spark Session 3:  Play Basketball to Engage Students in Practice or Review Concepts

The game is typically called "Mathsketball" in our department, however, I wanted to show students that they can play this game with any subject area.  To view the game the students played, click here.  

How to Play:
- Students are each given one piece of paper.  They must use this piece for all 6 questions.
- Once the PowerPoint displays the problem, you have 30 seconds to complete the problem.
- Students must show their work, and circle their answer.
- Before the buzzer, students will crumple their paper and toss it into the recycling bin.

Then we discussed potential adjustments to the game, including:

- passing out pieces of paper with the problem write out (if graphs, tables, or diagrams are needed)

- increasing/decreasing the time limit

- wait to provide answers until the end of the game

Additionally, we brainstormed other games that can accomplish similar practice or review:

- Kahoot

- Jeopardy

- Quizlet Live

- Battleship

- Scavenger Hunt

- Last Man Standing

*Stop by the Collab Lab if you are interested in learning more about any of the above!

Spark Session 4:  Pre-Assessment through Google Forms

The purpose of this part of the lesson was to provide these students with a method of pre-assessment.  Due to technology issues, students couldn't access the Google Form, and instead, I had to transition this focus into a lesson on flexibility.  For reference, here is the Google Form that was given to students to pre-assess their understanding of slope.  I displayed this for them, and we discussed how to use the feedback from the form to drive instruction.  Then, I changed the focus to discuss the importance of being flexible.  I explained to students that sometimes things don't go as planned, and we discussed the importance of being prepared with back-up plans in the classroom.  For me, the last question on the Google Form was the most important: "Of the four examples (Classkick, Socrative, Basketball, Google Form), which do you believe is the most applicable for your current placement?  Why?"  Because I still wanted the feedback from these students, I had students open up a new e-mail, address it to me, and answer the question.  I expressed to that that this was part of my goal for the day, I talked them through my thought process of how to still obtain this feedback.  

Student Thoughts

"I also really like the games like the math basketball because it something to do when it is kind of a relaxed day and there is not much to do or it is the day before break. I think I will use both of these things in the future as a teacher."

"I like the math basketball game because I really never heard of it till now but kids can easily copy off each other. I do think it's a really really fun game and a change. Plus it gets boring do the same thing everyday."

"I feel like the elementary kids I'm working with would love that."

More blog posts to come.  Follow #214EdPrep and @EGCollabLab for more!

Using Data to Drive Instruction

By Rachel Barry

With all of the talk of standardized testing, I thought I would reflect on how I use data to drive my instruction in the classroom.

At the beginning of the year, the math department gives all of our math classes a benchmark exam.  This exam is multiple choice, so we are able to score it in Mastery Manager.  The data from Master Manager helps us finalize our scope and sequence of skills for the year, adjust student course placement, monitor student growth over time, and provide us with an understanding of individual students' mastery of skills.  We also use this data to determine which skills need to be spiraled throughout the year.  In this blog post, I will share some of the ways that we use this data to cycle old, not yet mastered skills into our curriculum.


Warm-ups
This Daily Review document template was created by Ami Heng a few years ago.  Over time I have adapted it to fit the needs of my classroom.  Typically, each skill in our curriculum takes five days.  I use this document for the four days prior to the quiz, hence the four rows (Review #1, Review #2, etc.).  At the beginning of every class, students open up this document and work on the four questions under the Review for the day.  The first two questions are always related to a weak skill or to pull prior knowledge to better understand the current topic.  Once we are finished with the first unit exam, I am also able to pull the data from the Unit 1 exam, and all subsequent exams, to create these questions.  Each class of mine is different, so I adjust the document accordingly.  The third question is the Problem of the Day, a question based on the prior day's work.  This question may address a common mistake that students were making or one that may expand my students' knowledge on the topic.  The fourth question is always a fun question, for me to learn more about my students and build stronger relationships with them.

Weekly Standardized Test Practice
Each week, prior to the quiz, I have my students complete an ACT10 or a PLAN10.  This is a set of ten questions from retired ACT or PLAN tests, where the first five questions are related to the current topic and the second five questions are spiraled based on unmastered skills old benchmarks and missed unit test questions.  I have students enter their answers into the Socrative app, so I can see a live feed of their work.  I am able to use this data to determine which questions to go over immediately following the activity, as well as which skills the group hasn't mastered and still needs to be spiraled in other course materials.  To better understand my use of Socrative, you can view my prior blog post here.

Unit Test - Cumulative Review
For all of the regular math teams in our department, we include approximately five review questions based on topics that our students previously struggle with on each unit exam.  Each review packet or game also contains questions on each prior topic for additional practice.  Our unit exams consist of multiple choice questions, which we also score in Mastery Manager.  We analyze course, class, and individual data from Mastery Manager.  As a PLT, we analyze the data to determine future unit exam topics and the standardized test practice.  I look at my class results to build my Daily Reviews and note any future topics that my classes may struggle with in the future.  I also am able to look at individual students to see gaps that need to be addressed for them to better understand our math content.  This is especially helpful for transfer students because of our integrated curriculum.


These are some ways to use data to spiral skills and pull from prior knowledge that I have found to be successful.  I believe that these methods reinforce to my students the importance of retaining math content.  As the school year progresses, I am also able to demonstrate how various topics in math are related.  Students are able to understand why we teach these skills and the strategy behind the order that we teach these skills, which ultimate gains more of a global understanding of math.