Fals 2 0 spanning math content and concepts
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FALs 2.0: Spanning Math Content and Concepts. Geoff Krall | New Tech Math Coach. Warm Up – Ferris Wheel Pre-Assessment. A Brief History of the Formative Assessment Lessons. CCSS. Feedback from last year’s New NT Math Teachers. Common “I likes…”. Pre-Assessment Guiding Questions

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FALs 2.0: Spanning Math Content and Concepts

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Fals 2 0 spanning math content and concepts

FALs 2.0: Spanning Math Content and Concepts

Geoff Krall | New Tech Math Coach


Warm up ferris wheel pre assessment

Warm Up – Ferris Wheel Pre-Assessment


A brief history of the formative assessment lessons

A Brief History of the Formative Assessment Lessons

CCSS


Feedback from last year s new nt math teachers

Feedback from last year’s New NT Math Teachers


Common i likes

Common “I likes…”

  • Pre-Assessment

    • Guiding Questions

  • Variety of Scaffolding Tasks

    • Student Analysis of sample work

    • Card activities and manipulatives

  • Pushes the inquiry

    • Pre-assessment

    • Emphasis on questioning techniques

    • Emphasis on improving own work

  • Provided a “break” for students to “swim” in pure mathematics for a while

  • Provided a place for teachers to “take stock” of student learning


Problem based learning a unit

Problem Based Learning (A Unit)


Typical format of fals

Typical Format of FALs


Working together

Working Together

  • Discuss your solution to the Pre-Assessment with the 2-3 people around you.

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  • Take turns to match and place cards.

  • When you match two cards:

    • Place cards next to each other so that everyone can see.

    • Explain carefully how you came to your decision.

  • Your partner should either explain that reasoning again in his or her own words, or challenge the reasons you gave.

  • You both need to be able to agree on and explain the placement of every card.

  • If you cannot find a card to match, then make one up yourself.


Explore time parking lot

Explore time & Parking Lot

  • Take a few minutes to locate and explore the FALs.

    • Try to skim through ones in your content area.

    • Look for applicable collaborative activities that you might be able to utilize in other content areas.

  • If you have any questions, please place them on the parking lot.


Where we re going

Where we’re going

Additional FAL publications

FAL-type tasks  NTN Math Problem Bank

Performance Assessments, potentially based on the FALs and Shell Centre resources.


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