Tools and Strategies
Rich/open tasks (ie. Dan Meyer three part math tasks)-these tasks allow students to solve problems in a variety of ways or they allow students to come up with a variety of responses to a problem; all students can access these problems
Parallel tasks (ie. Good Questions)-two or three different problems that focus on the same math skill/s but at different levels of difficulty
Three Part Math lesson-three parts allow for quality formative assessment; minds on/activator, working on it and consolidation; also includes a fourth part which allows students to apply new learning independently
Consolidation (BANSHO, gallery walk, math congress)-different methods can be used; all of them allow for quality peer and self-assessment that can be used to inform and guide learning
Anticipation Guides (ie. seating plan tools)-allow teachers to record anticipated thinking and possible misconceptions before students work on the assigned task
Rubrics-provide teachers with a list of success criteria and the corresponding leveled qualifiers. (See “Introduction to Problem Solving” from The Math Process Standards Series, pages 108-115)
Observation (Anecdotal Notes)-teachers take notes about previously identified “look-fors” while observing and listening to students’ thinking
Conversation (ie. formal/informal interviews)-teachers have discussions with students using effective questions either individually or while they work on problems in groups
Checklists-general list of possible “look fors” assists teachers in assessing where students are having success and difficulties
Pictures/Video of Student Work-teachers record or take pictures of students’ thinking while they complete the assigned problem
Peer/Self Assessment (ie. performance walls)-teacher and students co-construct success criteria and corresponding descriptive feedback/next steps using their own problem solving work and use this to guide their learning on a daily basis
Interactive Learning Walls/Interactive Journals-student voice and evidence of learning can be assessed through the creation of these methods of pedagogical documentation
Parallel tasks (ie. Good Questions)-two or three different problems that focus on the same math skill/s but at different levels of difficulty
Three Part Math lesson-three parts allow for quality formative assessment; minds on/activator, working on it and consolidation; also includes a fourth part which allows students to apply new learning independently
Consolidation (BANSHO, gallery walk, math congress)-different methods can be used; all of them allow for quality peer and self-assessment that can be used to inform and guide learning
Anticipation Guides (ie. seating plan tools)-allow teachers to record anticipated thinking and possible misconceptions before students work on the assigned task
Rubrics-provide teachers with a list of success criteria and the corresponding leveled qualifiers. (See “Introduction to Problem Solving” from The Math Process Standards Series, pages 108-115)
Observation (Anecdotal Notes)-teachers take notes about previously identified “look-fors” while observing and listening to students’ thinking
Conversation (ie. formal/informal interviews)-teachers have discussions with students using effective questions either individually or while they work on problems in groups
Checklists-general list of possible “look fors” assists teachers in assessing where students are having success and difficulties
Pictures/Video of Student Work-teachers record or take pictures of students’ thinking while they complete the assigned problem
Peer/Self Assessment (ie. performance walls)-teacher and students co-construct success criteria and corresponding descriptive feedback/next steps using their own problem solving work and use this to guide their learning on a daily basis
Interactive Learning Walls/Interactive Journals-student voice and evidence of learning can be assessed through the creation of these methods of pedagogical documentation