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## Bar Graph Assessment

Collaborative Learning | Entry Level

Subject: Math

##### Video Transcription

[Teacher voiceover]

Basically we did an introduction of bar graphs over the past couple days. Today was our first informal assessment where we use the clickers and our smart board lesson, just to ask the student some higher-level questions involving what they know about progress. We used our smart board and a smart board lesson that had the senteo clicker assessment built into it. It gives the kids slides with information and bar graphs and projects the question, and then they are able to type in their response (multiple choice or true false answer), and put that into their clicker. It then projects a pie graph of the data overall of who got it right and who got it wrong.

We always use collaborative pairs. They’re already labeled ones, twos, threes, and fours so they have the one will tell the two something, and then the two will have to express to us or express to others what they learned from their number one and vice-versa. They’re always (after we give a question) working with a partner to discuss what they learned, provide an example of what they just learned, or extend their thinking in of the question.

##### Video Transcription
[Teacher voiceover]

Basically we did an introduction of bar graphs over the past couple days. Today was our first informal assessment where we use the clickers and our smart board lesson, just to ask the student some higher-level questions involving what they know about progress. We used our smart board and a smart board lesson that had the senteo clicker assessment built into it. It gives the kids slides with information and bar graphs and projects the question, and then they are able to type in their response (multiple choice or true false answer), and put that into their clicker. It then projects a pie graph of the data overall of who got it right and who got it wrong.

We always use collaborative pairs. They’re already labeled ones, twos, threes, and fours so they have the one will tell the two something, and then the two will have to express to us or express to others what they learned from their number one and vice-versa. They’re always (after we give a question) working with a partner to discuss what they learned, provide an example of what they just learned, or extend their thinking in of the question.

Objectives

• Students will use clickers to answer some basic and higher level questions about bar graphs as an informal assessment.

Technology Present

• Smartboard (interactive whiteboard)
• Student response devices

Note: The TIM is about teaching, not technology. The placement of a lesson on the TIM is based entirely on the teaching practices demonstrated in the lesson and not on the specific technology employed. Effective pedagogy is our concern, not whether the tech involved is the latest, greatest, or most expensive. In fact, most of the sample videos were recorded some time ago as part of the original development of the Technology Integration Matrix. As you view these videos, focus on the teaching practices. When using the TIM-O to observe a lesson, remember that you can display the detailed indicators by clicking the tab on the right if you are completing a Matrix-based observation or are reviewing the TIM profile of a question-based lesson. The TIM Tools Admin Guide contains additional suggestions for observing a lesson and developing a TIM profile.

Video Reference Number: 1062

Active Learning
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