Public Posters
During the summer training the use of "public posters" was modeled as an important formative assessment strategy . The posters allowed us to gather information about participants' thinking about a mathematical idea. We could then use that information to inform our instruction. A public poster by a group increases the accountability of the work represented and from a formative assessment perspective it gives you multiple opportunities to gather evidence of student thinking: while students are working alone, while the groups (of 2-3 students) are working , and during the public display and discussion of the posters. You may remember completing posters in this way during the training when solving the pancake problem.
 
Solving the Pancake Problem : Participants solved this problem individually and then as a group they created a poster that represented at least three different strategies the group used to solve the problem. To refresh your understanding of the problem take a minute and solve the problem again.
Debriefing the Posters
When completed, the posters were hung around the room. Groups then studied the strategies across the posters with the goal of making connections between the strategies. The instructor, as you probably remember, took an active role by asking questions of individuals as well as the group to help make the important 
mathematical  connections.
Action Item
Because this problem involves fractions and non-integral multiplicative relationships this is a good problem to have your students solve and conduct as a poster session.  At this time of the year, this problem will give you valuable formative assessment information. The poster session will also provide an excellent platform to help students move to more sophisticated strategies across the OGAP Proportions Progression.
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