About 15 of these kids were in third grade when I moved down from fifth. Then, due to numbers, I moved to fourth and kept 15 out of 18 (my smallest number ever!!). Last year, I was given the great opportunity to begin a collaborative learning pilot where I was given 1:1 iPads and the assistant superintendent and I thought it would be best to loop to fifth grade to immerse the kids into iPads as a mode of supplementing learning. So, we did, and we became super close. I love each one of them. I can't imagine teaching a new group of kids. It's going to be so different!
So, next year I will be teaching fourth grade again (maybe a 4/5 split) and looping with those kids to fifth grade the following year. I am hoping that I will be able to take this group of students, who may or may not have used iPads in a learning environment before, and take them to a new level of iLearning. It is a challenge that I am a lil nervous, but excited to take on.
At the end of the year, the fifth grade math curriculum teaches and reviews fractions. Common core standards expect students in fifth grade to have mastered a basic understanding of fractions, equivalent fractions, comparing fractions, and adding and subtracting with like denominators. My students did not have these concepts mastered, although many did have a basic understanding with some exposure.
After reviewing and reteaching these concepts, I took my students into 5.NF.1 and we learned how to add and subtract with unlike denominators. This took a long time! Their favorite part was singing their favorite skip counting songs to find the common denominator! After adding and subtracting, we did a review of mixed numbers and improper fractions, then added and subtracted those. That was MUCH harder when you had to regroup a whole into the fractional pieces. 1=4/4... I thought they knew that, but when we had to regroup, I swear I had 15 heads or was speaking a foreign language because they all just stared at me.....
By the time we went into multiplication of fractions, I was so tempted to just teach them the quick version, multiply tops, multiply bottoms. BUTTTTTTTTT, I didn't. We took weeks to learn the abstract concepts and ideas. We drew rectangles, shaded, and counted. And then, my above level students were like..."Teacher! Why are we doing that? Can't we just multiply the tops and bottoms?" I was like well, yea.
To gauge their understanding of fractions as a whole unit, I asked each student to create a mind map for fractions. They were given a list of directions to add to a popplet. This meant they had to use Smart Notebook, Jot (whiteboard app), and photos to show each concept. I gave them about 2 math periods to work on this (about 3 hours total) and then they shared it with a neighbor to check that they had all the required parts, and they submitted it to me.
Here is how it started. With every project I ask for, I always have the students close their iPads and watch me create it first. This saves me from the millions of questions I get, most of which are repeated questions. So I showed them what apps to use and what pieces they were required to include.
Then, I let them begin. They get to move around the room and work quietly. They are working alone, unless they are stuck on a concept and then they can ask a friend to help them learn it. I always make sure to remind them that teaching someone who is confused is VERY different than doing it for them.
I asked them to choose a fraction that went in the middle of their popplet.
They had to draw their fraction using a model as well as a set.
They were asked to find two equivalent fractions and draw them. They used Smart Notebook to draw rectangles and show equal fractions.
They had to choose a second fraction and compare it to their chosen fraction.
They had to add a fraction with the same denominator. Then, students added a fraction with an unlike denominator. Most students used Jot to solve the problems. They took a screenshot, and saved it to their camera roll. They cropped it and uploaded it to Popplet.
Students did the same for subtracting fractions.
Finally they were asked to multiply fractions. They multiplied their fraction by a whole number as well as by another fraction.
When they finished their map, they had a friend check it over to make sure they completed the tasks and that they understood.
After that, they exported the popplet to the camera roll. They are connected to my Dropbox account, so they upload it to me so I can look at it and print it. I often look at the files, and grade them using a rubric or just assigning points for proper tasks/requirements. I do not always print them and grade them, or open them into an app for annotation.
This is the way I turn something fun into a summative assessment that allows me to check a student's understanding of a unit of study. I have learned through my 1:1 journey, that I can gain a lot of knowledge about understandings through projects and not only tests that are assigned. I am hoping to use things like this to show growth for my evaluation tool next year.
Do you get evaluated using your students' growth? What tool do they use to check for growth? Do you select the assessment tool or is it district decided? Any suggestions for other ways to incorporate technology into your summative assessments?
Thanks for all you do! Don't you love when people say "enjoy your summer OFF".... like we actually get 3 months off!! We are all working, studying, learning, creating, reading, buying, and thinking! Thanks for being more than "just" a teacher!
xoxo
