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Math CAMPPP 2012Rich Treasures Await

K-4 Breakout Four

Learning Goals:Participants will:• understand the development of fraction

understanding in young children• critique learning goals• develop success criteria linked to a

specific learning goal• increase the ability to provide descriptive

feedback

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The Great Learning Goal/Success Criteria Conundrum!!

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Growing Success:

• Learning goals clearly identify what students are expected to know and be able to do, in language that students can readily understand.

• Success criteria describe in specific terms what successful attainment of the learning goals looks like.

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Minds On: Pair-Square

• With a partner, use the sheet provided to discuss which expectations are successful as learning goals.

• Select one that is “too broad” as a learning goal, and break it down into a series of learning goals to make it more effective.

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Minds On: Pair-Square

• With a partner, use the sheet provided to discuss which expectations are successful as learning goals.

• Select one that is “too broad” as a learning goal, and break it down into a series of learning goals to make it more effective.

• Join another group to discuss and share.

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Action: Descriptive Feedback• In “grade-level-ish” groups, use the fraction

question from this morning to determine the learning goal and some success criteria for this problem.

• Discuss the following: What would students do that would be different from what we did when we solved this problem?

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Action: Descriptive Feedback

• Using the student work provided, please create some descriptive feedback that you would give these students based on their work.

• Use stickies to annotate the student work.

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Consolidation: Continuum

• Circulate, and look at the student work as it is posted. As you are walking, think about whether you can identify a continuum of understanding.

• Use the large stickies to annotate identifiable strategies, practices, and relationships.

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Consolidation: Continuum

• Using the pirate gold question from the article Fair Shares, Matey, or Walk the Plank! (NCTM, April 2012), discuss how your feedback to students would change for this model.

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Reflection: Your Choice

• It is by going down into the abyss that we recover the treasures of life. Where you stumble, there lies your treasure.Joseph Campbell

• How are you going to bring these ideas back to your classroom?

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