Job-Alike Reflection session later today. You have been...
Transcript of Job-Alike Reflection session later today. You have been...
K-12 Mathematics Note-Taking/Job-Alike Reflection Name ______________________________
Use this note-taking tool to collect your thoughts as each session occurs. Your notes will help you during theJob-Alike Reflection session later today. You have been chosen for your system’s College and CareerImplementation Team in order to represent other teachers at similar grade levels and content areas in which youhave experience. Your input will be very helpful in making plans to deliver training and resources to equipthose teachers in ensuring that all students graduate college and/or career ready. [Place additional comments onthe back if space is needed.]
Session I: Thinking Through a Lesson Protocol – Part II1. How can we help teachers improve their capacity to anticipate and provide instructional supports for the
difficulties students are likely to have with a particular task?
Session II: Thinking Through a Lesson Protocol – Part II2. Are there any aspects of your own thinking and/or practice that our work today has caused you to
consider or reconsider? Explain.
3. Are there any aspects of your students’ mathematical learning that our work today has caused you toconsider or reconsider? Explain.
4. Final thoughts and comments.
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College- and Career-Ready “Shifts”Mathematics
The six shifts represent key areas of focus from a broad research base as teachers and administrators work to implement theCollege- and Career-Ready Standards for Mathematics (CCRS Math). Alabama teachers are likely at different stages inpracticing these shifts in the classroom. However, this past year, establishing a statewide focus in these areas has helpedschools and districts develop a common understanding of what is needed in mathematics instruction as they move forwardwith implementation. CCRS Research
Summary3 Math Shifts
3: Rigor:Requires fluency,application, anddeepunderstanding
1: Focus stronglywhere the Standardsfocus2: Coherence:Think acrossgrades, and link tomajor topics withingrades
6 “Research-Based”Math Shifts
2: Coherence: Principals and teachers carefully connect the learning within and acrossgrades so that, for example, fractions or multiplication spiral across grade levels andstudents can build new understanding onto foundations built in previous years. Teacherscan begin to count on deep conceptual understanding of core content and build on it. Eachstandard is not a new event, but an extension of previous learning. (NMAP, 2008, p. 20-22;Mosher, 2011; CCSSM, 2010, p. 4)3: Fluency:Students are efficient and accurate in performing foundational computational procedureswithout always having to refer to tables and other aids. Teachers help students to studyalgorithms as “general procedures” so they can gain insights to the structure of mathematics(e.g. organization, patterns, predictability). Students are able to apply a variety ofappropriate procedures flexibly as they solve problems. Helping students master keyprocedures will help them understand and manipulate more complex concepts in latergrades. (NRC, 2001, p. 121; CCSSM, 2010, p.6)
4: Deep Understanding: Teachers teach more than “how to get the answer” and insteadsupport students’ ability to access concepts from a number of perspectives so thatstudents are able to see math as more than a set of mnemonics or discrete procedures.Students demonstrate deep conceptual understanding of core math concepts byapplying them to new situations as well as writing and speaking about theirunderstanding. (NRC, 2001, p. 118; CCSSM, 2010, p. 4, 6-8)5: Application: Students are expected to use math and choose the appropriate concept forapplication even when they are not prompted to do so. Teachers provide opportunities at allgrade levels for students to apply math concepts in “real world” situations. Teachers incontent areas outside of math, particularly science, ensure that students are using math – atall grade levels – to make meaning of and access content. (NRC, 2001, p. 124, p. 72-73;NMAP, 2008, p. 49-50)6: Dual Intensity: Students are practicing and understanding. There is more than abalance between these two things in the classroom – both are occurring with intensity.Teachers create opportunities for students to participate in authentic practice and make useof those skills through extended application of math concepts. The amount of time andenergy spent practicing and understanding learning environments is driven by the specificmathematical concept and therefore, varies throughout the given school year. (NMAP, 2008,p. 45-46; NRC, 2001, p. 115)
1: Focus: Teachers use the power of the eraser and significantly narrow and deepen thescope of how time and energy is spent in the math classroom. They do so in order to focusdeeply on only the concepts that are prioritized in the standards so that students reachstrong foundational knowledge and deep conceptual understanding and are able totransfer mathematical skills and understanding across concepts and grades. (CCSSM,2010, p. 3-5; NMAP, 2008, p. 15-20)
2
Reflection:
How have the shifts impacted your instruction?
What practices did you change as a result of your implementation of the shifts?
What questions do you still have?
Works referenced:Common Core State Standards for Mathematics (CCSSM). (2010, June). Retrieved from Common Core State Standards:http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
Common Core Instructional Shifts. (2011). Retrieved from Engage:NY: http://engageny.org/resource/common-core-shifts/
National Mathematics Advisory Panel (NMAP). (2008). Foundations for Success: The Final Report of the NationalMathematics Advisory Panel. Washington, DC: U.S. Department of Education. Available online at:http://www.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf
National Research Council (NRC). (2001). Adding it up. (J. Kilpatrick, J. Swafford, & B. Findell, Eds.) Washington, DC:National Academy Press.
Mosher, F. A. (2011, September). The role of learning progressions in standards-based education reform. Retrieved fromConsortium for Policy Research in Education:http://www.cpre.org/images/stories/cpre_pdfs/lp%20policy%20brief%20web%20ready.pdf
3
Quarterly Meeting # 4 Learning Map
Quarterly Meeting# 1
Quarterly Meeting#2
Quarterly Meeting#3
Quarterly Meeting#4
Build their understandingof the Standards forMathematical Practice.
Enhance their skills inidentifying the extent towhich students exhibit theStandards for MathematicalPractice.
Generate ideas for howteachers can integrate theStandards for MathematicalPractice with instruction tosupport studentproficiency.
Explore the AlabamaInsight Tool to deepen yourunderstanding of newCollege and Career-ReadyStandards of Mathematics
Review standards formathematical practiceand reflect onimplications forinstruction.
Reflect on criteria usedto evaluate mathematicslessons and tasks.
Determine importantcriteria to assessmathematics lessons thatexemplify College andCareer Ready
Discuss and examine thethought process ofdeveloping a lesson/unitthat is standards-based.
Select rich tasks that matchstudent friendly outcomesand provide evidence ofstudent learning.
Develop student friendlyoutcomes that reflect therigor and depth of content.
Model teacher collaborationon identifying resources forimplementing College- andCareer-Ready Standards formathematics.
Identify and evaluatestrategies that provideeffective instructionalsupport (part II ofTTLP – explore) – forthe targeted standardsand use of precise andaccurate mathematics
Discuss and reacha consensus on whatis observable evidenceof the degree to whichstudents canindependentlydemonstrate thetargeted CCRSstandards (hear, see,model, write)(Practice Standards)
Instructional Shifts Instructional Shifts Instructional Shifts Instructional Shifts
Reflection
The Quarterly Regional Meetings withlocal CCRS Implementation Teams
provide an opportunity for LEA teams to experience andbe able to transfer to other teachers how to:
4
5
6 – 8 Mathematical Task
CCRS Quarterly Meeting # 4
6
Thi
nkin
g T
hrou
gh a
Les
son
Prot
ocol
(TT
LP)
Tem
plat
e–
Part
II
[7-R
P3]
Clu
ster
Hea
ding
:A
naly
zepr
opor
tiona
lrel
atio
nshi
psan
dus
eth
emto
solv
ere
al-w
orld
and
mat
hem
atic
alpr
oble
ms.
Con
tent
Stan
dard
#3:
Use
prop
ortio
nalr
elat
ions
hips
toso
lve
mul
ti-st
ep ra
tioan
dpe
rcen
tpro
blem
s.Ta
sk:O
rang
e Ju
ice
Jung
le: W
hich
Tas
tes J
uici
er?
If a
ll or
ange
con
cent
rate
s are
the
sam
e st
reng
th, w
hich
reci
pe w
ould
you
exp
ect t
o ha
ve th
e st
rong
est o
rang
e ta
ste?
1) O
scar
’s J
uice
: 2 c
ups c
once
ntra
te, 3
cup
s w
ater
.2)
Ora
ngea
de: 5
cup
s con
cent
rate
, 8 c
ups
wat
er3)
Out
rage
ous O
rang
e: 3
cups
con
cent
rate
, 4 c
ups
wat
er4)
Juliu
s’ J
uice
: 4 c
ups c
once
ntra
te, 7
cup
s w
ater
Wor
k w
ith a
par
tner
. Sha
re re
ason
ing
and
solu
tion
stra
tegi
es.
Part
2: S
uppo
rtin
g St
uden
ts' E
xplo
ratio
n of
the
Task
As s
tude
nts w
ork
inde
pend
ently
or
insm
all g
roup
s, w
hatq
uest
ions
will
you
ask
to—
• hel
p a
grou
p ge
t sta
rted
or
mak
e pr
ogre
ss o
n th
e ta
sk?
• foc
us st
uden
ts’ t
hink
ing
on th
e ke
y m
athe
mat
ical
idea
s in
the
task
?• a
sses
s stu
dent
s’ u
nder
stan
ding
of k
ey m
athe
mat
ical
idea
s, pr
oble
m-
solv
ing
stra
tegi
es, o
r th
e re
pres
enta
tions
?• a
dvan
ce st
uden
ts’ u
nder
stan
ding
of t
he m
athe
mat
ical
idea
s?• e
ncou
rage
all
stud
ents
to sh
are
thei
r th
inki
ng w
ith o
ther
s or
toas
sess
thei
r un
ders
tand
ing
of th
eir
peer
s’ id
eas?
Mon
itorin
g stu
dent
s’ w
ork
on a
nd e
ngag
emen
t with
the
task
s
How
will
you
ens
ure
that
stud
ents
rem
ain
enga
ged
in th
e ta
sk?
• Wha
t ass
istan
ce w
ill y
ou g
ive
or w
hat q
uest
ions
will
you
ask
ast
uden
t (or
gro
up) w
ho b
ecom
es q
uick
ly fr
ustr
ated
and
req
uest
sm
ore
dire
ctio
n an
d gu
idan
ce is
solv
ing
the
task
?• W
hat w
ill y
ou d
o if
a st
uden
t (or
gro
up) f
inish
es th
e ta
sk a
lmos
tim
med
iate
ly?
How
will
you
ext
end
the
task
so a
s to
prov
ide
addi
tiona
l cha
lleng
e?• W
hat w
ill y
ou d
o if
a st
uden
t (or
gro
up) f
ocus
es o
n no
nmat
hem
atic
alas
pect
s of t
he a
ctiv
ity (e
.g.,
spen
ds m
ost o
f his
or h
er (o
r th
eir)
tim
e m
akin
g a
post
er o
f the
ir w
ork)
?
Mai
ntai
ning
the
leve
l of c
ogni
tive
dem
and
of th
e ta
sk
7
Thi
nkin
g T
hrou
gh a
Les
son
Prot
ocol
(TT
LP)
Tem
plat
e–
Part
IIIa
[7-R
P3]
Clu
ster
Hea
ding
:A
naly
zepr
opor
tiona
lrel
atio
nshi
psan
dus
eth
emto
solv
ere
al-w
orld
and
mat
hem
atic
alpr
oble
ms.
Con
tent
Stan
dard
#3:
Use
prop
ortio
nalr
elat
ions
hips
toso
lve
mul
ti-st
ep ra
tioan
dpe
rcen
tpro
blem
s.Ta
sk:O
rang
e Ju
ice
Jung
le: W
hich
Tas
tes J
uici
er?
If a
ll or
ange
con
cent
rate
s are
the
sam
e st
reng
th, w
hich
reci
pe w
ould
you
exp
ect t
o ha
ve th
e st
rong
est o
rang
e ta
ste?
1) O
scar
’s J
uice
: 2 c
ups c
once
ntra
te, 3
cup
s w
ater
.2)
Ora
ngea
de: 5
cup
s con
cent
rate
, 8 c
ups
wat
er3)
Out
rage
ous O
rang
e: 3
cup
s con
cent
rate
, 4 c
ups
wat
er4)
Juliu
s’ J
uice
: 4 c
ups c
once
ntra
te, 7
cup
s w
ater
Wor
k w
ith a
par
tner
. Sha
re re
ason
ing
and
solu
tion
stra
tegi
es.
Part
3: S
hari
ng a
nd D
iscu
ssin
g th
e Ta
skH
ow w
ill y
ou o
rche
stra
te th
e cl
ass
disc
ussio
n so
that
you
acc
ompl
ish y
our
mat
hem
atic
al g
oals?
• Whi
ch so
lutio
n pa
ths d
o yo
u w
ant t
o ha
ve sh
ared
dur
ing
the
clas
sdi
scus
sion?
In w
hat o
rder
will
the
solu
tions
be
pres
ente
d? W
hy?
• In
wha
t way
s will
the
orde
r in
whi
ch so
lutio
ns a
re p
rese
nted
hel
p de
velo
pst
uden
ts’ u
nder
stan
ding
oft
he m
athe
mat
ical
idea
s tha
t are
the
focu
s of y
our
less
on?
• Wha
t spe
cific
que
stio
ns w
ill y
ou a
sk so
that
stud
ents
will
—1.
mak
e se
nse
of th
e m
athe
mat
ical
idea
s tha
t you
wan
t the
m to
lear
n?2.
exp
and
on, d
ebat
e, a
nd q
uest
ion
the
solu
tions
bei
ng sh
ared
?3.
mak
e co
nnec
tions
am
ong
the
diff
eren
t str
ateg
ies t
hat a
re p
rese
nted
?4.
look
for
patt
erns
?5.
beg
in to
form
gen
eral
izat
ions
?
Sele
ctin
g pa
rticu
lar s
tude
nts t
o pr
esen
t the
ir m
athe
mat
ical
wor
k;Se
quen
cing
the
stude
nt re
spon
ses t
hat w
ill b
e di
spla
yed
in a
spec
ific
orde
r;Co
nnec
ting
diffe
rent
stud
ents’
resp
onse
s and
con
nect
ing
the
resp
onse
s to
key
mat
hem
atic
al id
eas
Wha
t will
you
see
or h
ear
that
lets
you
kno
w th
at a
ll st
uden
ts in
the
clas
sun
ders
tand
the
mat
hem
atic
al id
eas t
hat y
ou in
tend
ed fo
r th
em to
lear
n?Fo
rmat
ive
asse
ssm
ent
8
Thi
nkin
g T
hrou
gh a
Les
son
Prot
ocol
–Pa
rtII
Ib(T
TL
P) T
empl
ate
[7-R
P3]
Clu
ster
Hea
ding
:A
naly
zepr
opor
tiona
lrel
atio
nshi
psan
dus
eth
emto
solv
ere
al-w
orld
and
mat
hem
atic
alpr
oble
ms.
Con
tent
Stan
dard
#3:
Use
prop
ortio
nalr
elat
ions
hips
toso
lve
mul
ti-st
ep ra
tioan
dpe
rcen
tpro
blem
s.Ta
sk:O
rang
e Ju
ice
Jung
le: W
hich
Tas
tes J
uici
er?
If a
ll or
ange
con
cent
rate
s are
the
sam
e st
reng
th, w
hich
reci
pe w
ould
you
exp
ect t
o ha
ve th
e st
rong
est o
rang
e ta
ste?
1) O
scar
’s J
uice
: 2 c
ups c
once
ntra
te, 3
cup
s w
ater
.2)
Ora
ngea
de: 5
cup
s con
cent
rate
, 8 c
ups
wat
er3)
Out
rage
ous O
rang
e: 3
cup
s con
cent
rate
, 4 c
ups
wat
er4)
Juliu
s’ J
uice
: 4 c
ups c
once
ntra
te, 7
cup
s w
ater
Wor
k w
ith a
par
tner
. Sha
re re
ason
ing
and
solu
tion
stra
tegi
es.
Part
3: S
harin
g an
d Di
scus
sing
the
Task
How
will
you
ens
ure
that
, ove
r tim
e, e
ach
stud
ent h
as th
e op
port
unity
tosh
are
his o
r he
r th
inki
ng a
nd r
easo
ning
with
thei
r pe
ers?
Equi
ty p
rinci
ple:
hig
h ex
pect
atio
ns a
nd st
rong
supp
ort f
or a
llstu
dent
s
Wha
t will
you
do
tom
orro
w th
at w
ill b
uild
on
this
less
on?
Refle
ctin
g on
stud
ent l
earn
ing
9
9 - 12 Mathematical Task
CCRS Quarterly Meeting # 4
10
Thi
nkin
g T
hrou
gh a
Les
son
Prot
ocol
(TT
LP)
Tem
plat
e–
Part
II
[S-I
D3]
Clu
ster
Hea
ding
:Sum
mar
ize,
repr
esen
t, an
d in
terp
ret d
ata
on a
sing
le c
ount
or m
easu
rem
ent v
aria
ble.
Alg
ebra
-Con
tent
Sta
ndar
d#4
3:In
terp
ret d
iffer
ence
s in
shap
e, c
ente
r, an
d sp
read
in th
e co
ntex
t of t
he d
ata
sets
, acc
ount
ing
for
poss
ible
eff
ects
of e
xtre
me
data
poi
nts (
outli
ers)
.Ta
skA
dmin
istra
tive
Ass
ista
nt’s
Wag
esW
hat m
easu
re o
f cen
tral t
ende
ncy
wou
ld m
ost c
lose
ly re
pres
ent t
he p
oten
tial p
ay o
f a n
ew a
dmin
istra
tive
assi
stan
t if t
here
are
ten
adm
inis
trativ
eas
sist
ants
who
all
mak
e ab
out t
he sa
me
amou
nt a
nd a
supe
rvis
or w
ho m
akes
ten
times
as m
uch?
In
your
gro
up,d
iscu
ssan
d ju
stify
why
this
wou
ld b
eth
e be
st c
hoic
e.Pa
rt 2
: Sup
port
ing
Stud
ents
' Exp
lora
tion
of th
e Ta
skA
s stu
dent
s wor
k in
depe
nden
tly o
r in
smal
l gro
ups,
wha
t que
stio
ns w
ill y
ouas
k to
—• h
elp
a gr
oup
get s
tart
ed o
r m
ake
prog
ress
on
the
task
?• f
ocus
stud
ents
’ thi
nkin
g on
the
key
mat
hem
atic
al id
eas i
n th
eta
sk?
• ass
ess s
tude
nts’
und
erst
andi
ng o
f key
mat
hem
atic
al id
eas,
prob
lem
-so
lvin
g st
rate
gies
, or
the
repr
esen
tatio
ns?
•adv
ance
stud
ents
’ und
erst
andi
ng o
f the
mat
hem
atic
al id
eas?
• enc
oura
ge a
ll st
uden
ts to
shar
e th
eir
thin
king
with
oth
ers o
r to
asse
ss th
eir
unde
rsta
ndin
g of
thei
r pe
ers’
idea
s?
Mon
itorin
g stu
dent
s’ w
ork
on a
nd e
ngag
emen
t with
the
task
s
How
will
you
ens
ure
that
stud
ents
rem
ain
enga
ged
in th
e ta
sk?
• Wha
t ass
istan
ce w
ill y
ou g
ive
or w
hat q
uest
ions
will
you
ask
ast
uden
t (or
gro
up) w
ho b
ecom
es q
uick
ly fr
ustr
ated
and
req
uest
sm
ore
dire
ctio
n an
d gu
idan
ce is
solv
ing
the
task
?• W
hat w
ill y
ou d
o if
a st
uden
t (or
gro
up) f
inish
es th
e ta
sk a
lmos
tim
med
iate
ly?
How
will
you
ext
end
the
task
so a
s to
prov
ide
addi
tiona
l cha
lleng
e?• W
hat w
ill y
ou d
o if
a st
uden
t (or
gro
up) f
ocus
es o
n no
nmat
hem
atic
alas
pect
s of t
he a
ctiv
ity (e
.g.,
spen
ds m
ost o
f his
or h
er (o
r th
eir)
tim
e m
akin
g a
post
er o
f the
ir w
ork)
?
Mai
ntai
ning
the
leve
l of c
ogni
tive
dem
and
of th
e ta
sk
11
Thi
nkin
g T
hrou
gh a
Les
son
Prot
ocol
(TT
LP)
Tem
plat
e–
Part
IIIa
[S-I
D3]
Clu
ster
Hea
ding
:Sum
mar
ize,
repr
esen
t, an
d in
terp
ret d
ata
on a
sing
le c
ount
or m
easu
rem
ent v
aria
ble.
Alg
ebra
-Con
tent
Sta
ndar
d#4
3:In
terp
ret d
iffer
ence
s in
shap
e, c
ente
r, an
d sp
read
in th
e co
ntex
t of t
he d
ata
sets
, acc
ount
ing
for
poss
ible
eff
ects
of e
xtre
me
data
poi
nts (
outli
ers)
.Ta
skA
dmin
istra
tive
Ass
ista
nt’s
Wag
esW
hat m
easu
re o
f cen
tral t
ende
ncy
wou
ld m
ost c
lose
ly re
pres
ent t
he p
oten
tial p
ay o
f a n
ew a
dmin
istra
tive
assi
stan
t if t
here
are
ten
adm
inis
trativ
eas
sist
ants
who
all
mak
e ab
out t
he sa
me
amou
nt a
nd a
supe
rvis
or w
ho m
akes
ten
times
as m
uch?
In
your
gro
up,d
iscu
ssan
d ju
stify
why
this
wou
ld b
eth
e be
st c
hoic
e.Pa
rt 3
: Sha
ring
and
Dis
cuss
ing
the
Task
How
will
you
orc
hest
rate
the
clas
sdi
scus
sion
so th
at y
ou a
ccom
plish
you
rm
athe
mat
ical
goa
ls?• W
hich
solu
tion
path
s do
you
wan
t to
have
shar
ed d
urin
g th
e cl
ass
disc
ussio
n? In
wha
t ord
er w
ill th
e so
lutio
ns b
e pr
esen
ted?
Why
?• I
n w
hat w
ays w
ill th
e or
der
in w
hich
solu
tions
are
pre
sent
ed h
elp
deve
lop
stud
ents
’ und
erst
andi
ng o
fthe
mat
hem
atic
al id
eas t
hat a
re th
efo
cus o
f you
r le
sson
?• W
hat s
peci
fic q
uest
ions
will
you
ask
so th
at st
uden
ts w
ill—
1. m
ake
sens
e of
the
mat
hem
atic
al id
eas t
hat y
ou w
ant t
hem
to le
arn?
2. e
xpan
d on
, deb
ate,
and
que
stio
n th
e so
lutio
ns b
eing
shar
ed?
3. m
ake
conn
ectio
ns a
mon
g th
e di
ffer
ent s
trat
egie
s tha
t are
pre
sent
ed?
4. lo
ok fo
r pa
tter
ns?
5. b
egin
to fo
rm g
ener
aliz
atio
ns?
Sele
ctin
g pa
rticu
lar s
tude
nts t
o pr
esen
t the
ir m
athe
mat
ical
wor
k;Se
quen
cing
the
stude
nt re
spon
ses t
hat w
ill b
e di
spla
yed
in a
spec
ific
orde
r;Co
nnec
ting
diffe
rent
stud
ents’
resp
onse
s and
con
nect
ing
the
resp
onse
s to
key
mat
hem
atic
al id
eas
Wha
t will
you
see
or h
ear
that
lets
you
kno
w th
at a
ll st
uden
ts in
the
clas
sun
ders
tand
the
mat
hem
atic
al id
eas t
hat y
ou in
tend
ed fo
r th
em to
lear
n?Fo
rmat
ive
asse
ssm
ent
12
Thi
nkin
g T
hrou
gh a
Les
son
Prot
ocol
–Pa
rt II
Ib(T
TL
P) T
empl
ate
[S-I
D3]
Clu
ster
Hea
ding
:Sum
mar
ize,
repr
esen
t, an
d in
terp
ret d
ata
on a
sing
le c
ount
or m
easu
rem
ent v
aria
ble.
Alg
ebra
-Con
tent
Sta
ndar
d#4
3:In
terp
ret d
iffer
ence
s in
shap
e, c
ente
r, an
d sp
read
in th
e co
ntex
t of t
he d
ata
sets
, acc
ount
ing
for
poss
ible
eff
ects
of e
xtre
me
data
poi
nts (
outli
ers)
.Ta
skA
dmin
istra
tive
Ass
ista
nt’s
Wag
esW
hat m
easu
re o
f cen
tral t
ende
ncy
wou
ld m
ost c
lose
ly re
pres
ent t
he p
oten
tial p
ay o
f a n
ew a
dmin
istra
tive
assi
stan
t if t
here
are
ten
adm
inis
trativ
eas
sist
ants
who
all
mak
e ab
out t
he sa
me
amou
nt a
nd a
supe
rvis
or w
ho m
akes
ten
times
as m
uch?
In
your
gro
up,d
iscu
ssan
d ju
stify
why
this
wou
ldbe
the
best
cho
ice.
Part
3: S
harin
g an
d Di
scus
sing
the
Task
How
will
you
ens
ure
that
, ove
r tim
e, e
ach
stud
ent h
as th
e op
port
unity
to sh
are
his o
r he
r th
inki
ng a
nd r
easo
ning
with
thei
r pe
ers?
Equi
ty p
rinci
ple:
hig
h ex
pect
atio
ns a
nd st
rong
supp
ort f
or a
llstu
dent
s
Wha
t will
you
do
tom
orro
w th
at w
ill b
uild
on
this
less
on?
Refle
ctin
g on
stud
ent l
earn
ing
13
What is Formative Assessment?
An Ongoing Process To: Evoke evidence about student learning Provide feedback about learning to teachers and to
students Close the gap between the learner’s current state
and desired goals
Formative Assessment Must Be:
Clearly and directly linked to instructional goals Embedded in instruction A variety of methods and strategies Used to make changes
14
Vide
o Re
flect
ion
Log
Asyo
u w
atch
the
vide
ore
flect
on
the
follo
win
g qu
estio
ns:
How
doe
s the
teac
her’s
form
ativ
eas
sess
men
t str
ateg
y al
low
for
imm
edia
te re
-teac
hing
?
How
doe
s the
teac
her u
se a
sses
smen
tda
ta to
info
rm h
er te
achi
ng?
15