GROUP+3

How are comparisons of soccer/cricket/baseball statistics used to make decisions? || Students give a presentation of the history of their sport in their country, they compile a list of the greatest players of all times, and give a presentation on the different aspects of mathematics of the sport ||
 * Mathematics for Life – Middle to High School ||
 * //Essential Question// || //Unit Questions// || //Lesson Description// ||  ||
 * How can we use mathematics to help us understand our daily life? || How do statistical comparisons help us understand the game of soccer/cricket/baseball?


 * //PBL Idea//:

||
 * **PLAY BALL**

STEPS: 1. Students will be clustered in groups of three countries. 2. They will then be assigned to research about the national sport of each country. 3. Then, the groups must draw its corresponding fields (eg. soccer = soccer field). 4. They will present it in class and explain the history of each sport assigned. 5. Then, the class will take on the sports of each group one at a time. 6. The groups will take turns in facilitating the game assigned as their classmates play their assigned games. 7. At the end of the game, they will be asked what they have noticed/felt/experienced in the said games. 8. Then they will be asked to compare the process of each game. 9. Afterwards, they will be asked to compare their scores and how the scores were tallied. 10. Individually, the students will be asked to write a reflection paper of the game they played according to:


 * Winning and losing
 * Mechanics
 * How their teams played the game
 * And their experiences ||

**__ ACTIVITY 2 __**

 * ASSESSMENT**
 * //1. PURPOSE://

The purpose of ASSESSMENT is to open avenues for a educators to reach the desired goal of the school they belong to, which is the best of quality education. Assessment is a two-fold road which teachers and students alike can benefit. **First**, it allows teachers to check/measure/gauge the performance of their students - be it the academic or non-academic fields. It also allows teachers to monitor how well their students understood and actualized the concepts upon their teaching instruction and in turn, guide them to enhance their teaching-learning process. **Second**, it also benefits students because through assessment, they will able to recognize their strengths and weaknesses in their learning. This recognition of their skills, abilities and competencies will substantially improve their performance in all their humanly aspects as assets to the molding of a better future for their environment. ||
 * Under the purpose of assessment also lies the:


 * FORMATIVE**: Gauging student needs, Gauging of their level of readiness, Encouraging self-direction and collaboration, Monitoring progress, Checking for understanding and Encouraging metacognition


 * SUMMATIVE**: Demonstrating understanding and skill ||


 * //2. METHODS://

Assessment can be done in these methods to meet its purpose: ||
 * *Paper and Pencil Tests
 * Oral Tests
 * Written-Response Tests
 * Performance-Based
 * Process-Based
 * Product-Based
 * Objective Tests
 * Subjective Tests
 * Product Rating Scales
 * Oral Questioning
 * Observation and Self-Reports

__Other methods:__
 * Individual and Group Tests
 * Standardized and Unstandardized Tests
 * Norm-referenced and Criterion-referenced Tests
 * Personality, Intelligence, Aptitude, Achievement, Summative, Diagnostic, Formative, Socio-metric and Trade Tests ||


 * //3. MOST EFFECTIVE INSTRUMENT//:

We believe that the most effective instrument in assessing are HOLISTIC and ANALYTIC RUBRICS. ||
 * *HOLISTIC RUBRICS - Because it is helpful when teachers need a quick or gross judgment of a particular minor task given to the students.
 * ANALYTIC RUBRICS - Because it articulates levels of performance for each criterion leaving the teacher in clarity with his desired output and the students in sheer responsibility to respond to what is sought.

These rubrics can also help students work independently which can aid them in monitoring their performance and learning as well as what should be reflected upon. ||


 * //4. UTILIZATION// ||
 * *Paper and Pencil Tests/Written-Response Tests/Objective Tests - When the desired output needs to be written down objectively. When students are required to answer in convergence or divergence thought.
 * Oral Tests - When the desired output is in verbal form.
 * Performance-Based - When the desired output is to create an answer or demonstration of knowledge, skill or ability.
 * Process-Based- When the desired output is needed to be done step-by-step; in due process.
 * Product-Based - When the desired output is the actual student performance through a completed work/project that demonstrates levels of task achievements.
 * Subjective Tests - When students are given the freedom to write their answers in essay form.
 * Product Rating Scales - When there is a uniform output needed by the students to accomplish (eg. book reports, maps, charts, creative endeavors...)
 * Oral Questioning - When assessing students' stock knowledge and determining their ability to communicate ideas in coherent verbal sentences.
 * Observation and Self-Reports - When needed in conjunction with oral questioning and performance tests. ||


 * //5. PROCESSING://

Every assessment process has an outcome. A product that signifies the essence of checking, gauging, monitoring and all the like... What must be done with such outcomes is to: ||
 * *ANALYZE it.
 * CHANGE remote errors found in it.
 * ACT upon it.
 * MODIFY/STRENGTHEN successful proceedings in it.
 * IMPLEMENT it.

We must ANALYZE the results and unravel the cause behind the positive and negative outcomes. Analysis will create a better justification as to how me must teach as teachers and how to teach the content of our instruction. It will also allow the students to maintain their strengths and work on their weaknesses through the manifestation of their grades/performance. As students now grasp these elements, we, as teachers will also realize what is good and what is bad in our instruction through the results of the assessment process. This determines what to RETAIN, MODIFY and CHANGE in our teaching instruction as mere agents of education. As stated, learning is a two-way pavement - teachers and students learn from each other. When these significant modifications have already been set, then we are now ready to IMPLEMENT it again. Ready for new conduct and certainly ready for another cycle of assessment. ||



__ ACTIVITY 3 __
What is a **Survey Poll**?

A prominent feature of modern discourse in which the opinions of a population are reported based on responses obtained from a sample of that population.

Deita Garcia Magayano || **SURVEY POLL** || - Expose the students to an Online Opinion Poll or Survey - Expose the students in preparation of Research Subjects/Conducting research - Expose the students to an Online indirect interview that is conducted to a random sample of people - Let the students understand that the opinion survey or poll can let them measure the views of a targeted sample in the population conducted in a research/assessment activity - Let them be aware of the survey poll as an assessment tool for gauging certain things/figures/persons that require assessment - Let the students learn how to use opinion survey or poll - Let the students learn how to evaluate opinion survey or poll - Let the students learn how to re-create an opinion survey or poll - Let the students learn how to create an effective opinion survey or poll - Direct the students to work in groups to find answers to a set of questions - Let the students infer the importance of opinion survey or poll as a provider of opportunities for the voice of the common man and woman to be heard || Students therefore need to learn how to evaluate opinion surveys—how to judge in each instance whether the data has been collected and analyzed in a manner that reduces error.
 * **Online Communication Tools** ||
 * **Your Name** || **Tool** || **How could I use in my class** ||
 * Betinol

By the end of high school, most students have been amply exposed to opinion surveys in the real world, either by paying attention to the news or by participating in some phenomenon of popular culture such as a radio call-in survey, a reality TV show voting process, or an online poll of some sort. Their academic studies should have helped them understand how opinion polls can be rendered inaccurate by various factors such as bias in selection or response. They should understand the relationship between sample size and population size, and the importance of choosing a random sample to avoid intentional or unintentional bias. Most importantly, they should approach opinion surveys with skepticism, being aware that people who conduct surveys are sometimes ignorant of scientific principles and best practices, may be careless, or may deliberately manipulate their data and analysis in order to advance a preconceived viewpoint. (//Benchmarks for Science Literacy//, [|p. 230] and [|300].)

What is a **Wiki**?

Wiki is in Ward's original description:

//The simplest online database that could possibly work.// Wiki is a piece of server software that allows users to freely create and edit Web page content using any Web browser. Wiki supports hyperlinks and has a simple text syntax for creating new pages and crosslinks between internal pages on the fly. Wiki is unusual among group communication mechanisms in that it allows the organization of contributions to be edited in addition to the content itself.

Like many simple concepts, "open editing" has some profound and subtle effects on Wiki usage. Allowing everyday users to create and edit any page in a Web site is exciting in that it encourages democratic use of the Web and promotes content composition by nontechnical users.

other sources:

[|http://www.youtube.com/watch?v=-dnL00TdmLY]
Deita Garcia Magayano || WIKI || In order for a cat to run, it must first learn how to walk. A wiki, walks and thus, students can run it.
 * **Online Collaboration Tools** ||
 * **Your Name** || **Tool** || **How could I use in my class** ||
 * Betinol

A wiki walks the students’ projects and assignments in one primal site. In this sense,the wiki is a way that students can collaborate with their fellow classmates in accomplishing a certain academic goal.

Even though the teacher is the administrator, students can really run the wiki in their own pace and time. for instance, when the teacher gives assignments, the students can just easily access the net when they are off campus.

Teachers can use wiki through allowing the students to use it in editing their homeworks, projects and other activities. The teachers would find this interesting in such a way that they will apply technology in their discussion or in their class. Through the use of wiki, everything would be organized and systematic and all the things will be put to order.

Moreover, teachers will give students opportunities to learn through designing and creating pages that would allow them to communicate with others and express their views on a certain discussion. With this form of technology, students were able to gain access to their various learning experiences. ||