Why create assessment accountability sheets?

by Lauren Africano, P.S. 6R

As a 5th grade teacher, using EM for 1 year, I realized my students were not connecting the strategies, concepts and skills to the games.  My students were enjoying the games, but just playing to win or lose with the Game Masters.  I don’t think they were getting the most out of the games.  I felt the need to push their thinking.  I could do this best through an accountability sheet.

After listening to my students play the games a few times and playing the games myself a few times with the students, I began to get a clear understanding of the mathematics within the game.  I jotted down the concepts/skills I found each game had and created questions to push their thinking further.  I also included an area for the students to document what they were thinking and doing while playing the game. 

How to implement the sheets in your classroom:

• The EM game can be introduced and played without the question component of the accountability sheet at the first sitting.

• After the students have played the game once, teach your students how to fill out the accountability sheets (how to record their data, and answer the questions). 

• Always monitor and listen to what the students are saying while playing.  You can tweak your sheets, (questions) for the next time.

What to do with the information now that the students have filled out the sheet

1. Share out: 

Bring students together after some time of playing and have them discuss their findings/ concepts/ skills learned.  This is a quick assessment for the teacher to learn if students have grasped the concepts being emphasized in the ga me... 

2. Options for multi-level accountability sheets:

1. Create the same accountability sheet for different levels of learners in the classroom – (See Exponent Ball Accountability Sheet)

2. Differentiate levels depending on students' needs.  You can do mini group share-out while the students are playing.  For example:  You have in your class 17 pairs of students playing a particular game.  Pull 3-4 groups that you have noticed are having difficulty with the strategy/concept that is being taught through the game.  Pull other groups that are really ready to be pushed to the next level of learning with the game.  Offering suggestions/ questions for them to think about to push their thinking and 'have-another-go' with.

What does this look like in your classroom?

Each game has a folder and a cover sheet with the title of the game glued on the front of a folder. (About five folders per game are more than enough.) Inside the folder, on the left side of the pocket, a letter to the students (stapled) stating that they need to find the materials and be responsible for maintaining the games (see sample letter).

Inside the left pocket place a photocopy of the game instruction sheet from the Game Teachers Edition or the Student Reference Manual.  Stapled on the right side pocket is a material list for the students to refer to (see sample list).  Inside the right pocket are photocopies of the game accountability sheet.

Where do I store these materials?

I have found that a big book pocket chart (see sample) is a great way to showcase and hold these games. In each of the big pockets, place the folders along with the game boards.  On the front of the pocket chart attach a sentence strip, preferably one that is washable so you can write the title of the game on it. 

As the year progresses, the games change with the units. The games in the pockets should be switched out once they are not needed for the unit again. They can be moved back and forth very easily.  

Recommendations: 

• Each grade creates their own accountability sheets.

• A Para can assist in assembling folders during Professional Development.

• 1st Friday of each month can be designated as special game day:  Parents as Partners.

• Teachers can send home game information to parents so parents can learn the game before coming into the classroom.