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Day 3: Homework for learning

Day 3: Homework for learning . PCMI – SSTP 2011 Reflecting on Practice . New seating for t oday. You’re still in the same room, but may be at a new table today.

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Day 3: Homework for learning

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  1. Day 3: Homework for learning PCMI – SSTP 2011 Reflecting on Practice

  2. New seating for today • You’re still in the same room, but may be at a new table today. • We need a table for Algebra 1, Geometry, Algebra 2, and Pre-Calculus. Move to the table you want to work at. We may move you to balance out the tables. Thanks for being flexible.

  3. First on your own (2-3 minutes) , then brainstorm (4-5 minutes, at tables): When you give homework assignments, what mathematical learning goals do you hope to achieve? Your table will submit 4 answers to a Google Form Site

  4. Pick a scribe. Your scribe will add the results of your brainstorm: • Cal and Vicki’s Room: • Art and Teri’s Room: • Bill and Judi’s Room:

  5. Activity 2: Designing Purposeful Homework Your group will be assigned: • A course (Algebra 1, Geometry, Algebra 2, Pre-calculus) • a mathematical topic hard for students to understand . • A textbook. • A specific purpose for designing homework.

  6. Your Task (30 min, then 10 min gallery walk) : • Design an assignment (30 min . Student time - MAX) about the mathematical topic that addresses the purpose of homework given to you. • What information about student learning does the assignment provide? • How can you ensure students get clear, efficient feedback about their understanding?

  7. Activity 3: Reflect/Discuss We now want you to reflect on your own homework practices. Take 3 minutes individually, 10 minutes for the table and then you will summarize in whole group.

  8. Questions How could you change what you currently do to: • Help you learn more about where your students are? • Better identify student errors/misconceptions? • Provide better feedback to students?

  9. Your homework assignment: • Note: this assignment was created in order to help every participant think about our topic for tomorrow: the impact of putting a grade on student work. • Read pages 13-14in the article “Working Inside the Black Box: Assessment for Learning”, Section entitled Feedback through Grading (The rest is very good too, but only pages 13-14 are necessary).

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