In reading Embedded Formative Assessment (Wiliam, 2011), there have been several practical techniques presented in each chapter. While discussing chapter 4, @druinok suggested creating response cards this summer, based on the technique All Students Respond.
I had seen a set made by an elementary teacher in my leadership network. She had several cards labeled with letters, hole-punched and attached to a 3 inch ring that could be opened and placed around the metal frame on student desks. She explained students always had access to them.
I kept thinking about how to accomplish the same idea for my classroom. I had a package of name badge holders I had picked up at our Mighty Dollar in town, but never found a use for them. Basically, I put this example together quickly, to have something for #made4math today. Its not innovative, but for anyone who does not have a “clicker system” or devices to use with Poll-Everywhere, etc., its an option that I believe could prove as a useful tool.
My idea is to have a single card, with all responses. I would need to ‘train’ students how to hold their cards allowing me to see their response clearly. Mine is double sided, this could easily be accomplished with cardstock printed, then laminated if you didnt have the badge holders. Each student could clip one into a pocket of their INB and have them on hand when its time to use them. Or they could be clipped either to a hanging ribbon or the side of a magnetic cabinet, even placed in a basket if you only had one classroom set.
The first side includes a favorite of mine…always, sometimes, never…color coding green, yellow, red, respectively. The student places their hand, so only the response they choose is visible and located at the top of the card when they hold it up for me to see. I didn’t have the color circle stickers here at home, but I believe they may help in the visual for me to see. By keeping responses color coded, I can quickly scan the room to see where students are, then make a decision as to what type of question follows or if we should procceed with discussion of why they responded as they did…supporting their claims with mathematical evidence, of course.
Notice, the QUESTION response. A student may have a question or require some clarification, this choice doesn’t allow them to opt out, but provides a way to say, I need some help.
On the back side, there are simply color-coded (different from other side) multiple choice responses, again to allow a quick scan before deciding how to proceed. If multiple answers are chosen, begin by asking students to give possible reasons why a student may have chosen A or D-the other answer, if I chose A, could I figure out how someone else would have chosen D? I also like to ask, noone chose B or C, what is a possible reason why someone would not have chosen ___?
Like I said, I plan to use color circle stickers which allow me to see student responsesmfrom across the room. I am debating on howmto do true/false. Would
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