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+
Adapted, with permission:
Akay Tuncak, NYC DOEAmy Hoffman, NYC DOEHal Melnick, Bank Street College Faculty Marvin Cohen, Bank Street College Faculty
ECAM
Paul PerskinCFN 204
+Today’s agenda Become more fully acquainted with the Early
Childhood Assessment in Mathematics (ECAM)
Observe video of teachers interviewing the counting strand What do we want teachers to be able to know and
do with ECAM?
Discuss how to help teachers use the data collected from ECAM
View tasks (for differentiated learning groups)
Discuss challenges that may lie ahead
+Warm Up – SKIP COUNTING
Materials: Numeral cards and/or Dice, number grids
1. Roll a Number Cube. This is your starting number. 1a. Roll two number cubes and add them
2. Count on by 2’s for the next 5 numbers in the sequence. Record.
3. Using the same starting number count on by 5’s for the next 5 numbers in the sequence. Record.
4. Using the same starting number count on by 10’s for the next 5 numbers in the sequence. Record.
5. Repeat with another starting number
+ Purpose of this Tool
Identify what a child CAN do Provide a snapshot of a child’s mathematical
thinking Align a child’s strengths against a developmental
learning line Inform whole class instruction Inform appropriate groupings and align activities to
specific groups Not an end but a means to more focused instruction
+Central ECAM Concepts
Learning Lines/Developmental Trajectories1. Counting
2. Numeration
3. Operations
4. Geometry
5. Meausurement
6. Time
Functional vs. Instructional Level
What do children need to know in order to move on to the next level of math learning?
+ The tool is NOT meant to:
Evaluate
Provide grades
Determine a grade level
Assess a whole class in one sitting
+ Aspects of the Tool Dealing with Number
Assesses Four Strands Counting Numeration Addition and Subtraction Multiplication and Division
Strands ought to be assessed individually
Interview questions cover a range of tasks on a developmental continuum
+Before the Interview
The Student Booklet Questions to ask the student, accompanied by prompts,
teacher notes, and space for recording responses
Preparation Refer to the materials list in The Student Booklet Make yourself a kit
+The Interview
Observe and listenStart at the section indicated by the
child’s grade level*Ask all questions in section, unless child
is struggling, then go to the previous section
Ask students to explain thinking or talk aloud their thinking
Record answers and relevant observations (i.e. Use fingers to count)
Questions may be re-worded
+Notes about Prompting…
Use suggested prompts
You may rephrase the question in a way that will assist the child to continue
DO NOT, coach or teach
Incorrect answers
Stop when student cannot answer several consecutive questions
+ The Counting Learning Line Reflects development, not grade
level
+ Counting Counting is the first section
+ Counting Notice how the questions in the counting section mesh
with the stages of the Learning Line? (p. 7)
+ The Counting Learning Line
+
A ‘taste’ of ECAM?
Let’s watch interviews
Of Orlando and then Melissa
+ Video - Orlando
What can we learn about Orlando?
How far has he progressed along the Counting Learning Line?
+ Where would you place Orlando?
+ Video - Melissa
What can we learn about Melissa?
How far has she progressed along the Counting Learning Line?
+Where would you place Melissa?
+Discussion
What does a child have to know and be able to do to successfully count?
+Teachers will need help learning about the paper work
Entering notes on the interview pages for each child
Understanding the mathematics of the assessment
Recording on the “Counting Development Checklist” (p.29)
Entering all the children ( Melissa and Orlando today) on the “Class Summary Page for Early Counting” (p.22)
+How can we use the data?
To assess individuals
To give them practice (at functional level)
To group for differentiated instruction (at instructional levels)
+…and to develop a class profile chart.Write names of students in the most advanced stage they have fully completed on the interview.
Note : New version adds column g “Facility with hundreds”
+Then map the groups into the next level they are ready for
Note : New version adds column g “Facility with hundreds”
+Then what?
Tasks Packet Available online
http://www.cfn204.com/paul-perskin/ Additional tasks are available at
http://www.k-5mathteachingresources.com/
+Preparing for next session
Select three students to assess
You might want to assess a typical student, a struggling student, and an advanced student
Please be prepared to discuss the experiences and outcomes at our next meeting.
+Next Math Meeting
Wednesday, February 15, 2012
8:30am-11:30am
Location: PS 153
Content: to be determined