Prove Its and Remote Instruction

I had a plan. It was a great plan. After assigning “Practice It” – very often students were going to be given “Prove It” formative assignments. A quick check of their mastery. If you need to work on the skill, then you should spend some time on the Practice It. It isn’t called homework, it is called practice – for a reason. You need to practice this syntax or logic or convention until you can utilize it without error. Then – prove to yourself that you know how to do it.

**Side note – if you are teaching AP CSA and NOT using the Practice It webste – stop reading and go there now.

A Prove it is short, it clearly identifies WHICH standard and WHICH level you are trying to prove. I was even clever and asked them to honestly tell me how much they practiced and to self score mastery…in the hope that they might see a connection betwen practice and mastery (or the reverse)

I even had a cute little way for them to write their names

Most of my planned ProveIts were unplugged, quick grab a pencil and show me what you know before I teach you something new.

And then remote instruction happened……

While I will be able to see their bright shiny faces, I know that during a digital formative assessment it will be easy to get some internet assistance. I did convert this entire worksheet into a digital assessment, including the two self-scoring options.

But that that seems like a lot of work for me when my preferred method for this type of assessment is pen to paper, and if the creek don’t rise maybe one day we will get to teach student’s in person again.

I don’t know if anyone is reading this – but New Orleans Jazz sets the best mood for remote instruction CSA

What I decided to do was try several methods and see which ones meet the fundamental criteria: easy to deliver, easy to score, provide meaningful feedback about the standards, and help clarify for students where they should be headed.

The second Prove IT won’t be a digital quiz but I am going to share my screen which will have a code segment and ask the students to write down the output and then just hold those up the screen. Quick and dirty but hopefully effective.

The third option is to use a few questions from the AP Central Question Bank – no more than four I think. This meets the criteria – but it violates my motto that “Life is NOT Multiple Choice”.

The final option will be to use Repl.t – which is a new, but powerful site for me. For the first quarter, I am going to use Repl.t for in-class programming (because Chromebooks won’t allow much else in the way of IDE) and for these Prove Its. Setting up a classroom was easy and now I am fiddling.

Mastering console output
Mastering mathematical operators and modeling a real world problem

Here are some of the Pen and Paper Prove Its I had sent to the print shop before remote instruction landed in my lap.

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