Quadratics Portfolio Day 3 of 3

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Objective

SWBAT explain key concepts and ideas from the Quadratics unit while reflecting on their own learning.

Big Idea

In this end of the unit alternative assessment, students create portfolios to demonstrate their understanding of key concepts and show their progress as math students.

Opening

5 minutes

The purpose of the opening of class today is to check-in with students and make sure they are on track to complete their portfolios in time.  I do a quick “free write” where students write what they have left to finish and what their focus for today’s class will be.  If I have a smaller class, I have students report out verbally.  I note for myself which students seem to need more support in order to finish in time. Later, when I circulate around the room, I sit with each of these students individually and help them prioritize and plan their remaining steps.

Investigation

45 minutes

Students will now continue working on their portfolios.  I like to help students stay on task by asking them to set a goal of what they would like to accomplish by the end of class.  I’ll make a list at the board with their names and what part of the portfolio they plan to work on right now.  

I may focus on helping students reflect on their learning today. The Reflection piece of the portfolio asks students to think about their successes and challenges throughout the unit.  They are also reflecting on their learning when they are describing some of the pieces they have chosen to include, and what they learned from completing those tasks. 

I might guide students in this by asking them the following questions:

  • What was the most challenging part of the unit?  Why?
  • The most important thing I learned in this unit was _________
  • What else would you like to find about _______________  ?
  • What does this math remind you of?
  • How do you feel about linear programming? Systems of equations?

Closing

5 minutes

For today's closing I ask students to reflect on their portfolio experience. I might ask them to reflect on how this kind of assessment compares to a traditional assessment like a test.  I ask them if/how it enhanced their learning. If there’s time, I have students share verbally as these comments can be valuable insights to share with the whole class.

 

Note: This material is adapted from the IMP Teacher’s Guide, © 2010 Interactive Mathematics Program. Some rights reserved.