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.

1

=

=

=

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

K‐2 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

Seco

ndG

rade

Stan

dard

#1

[2-O

A1]

Clu

ster

Hea

ding

:Rep

rese

nt a

nd so

lve

prob

lem

s inv

olvi

ng a

dditi

on a

nd su

btra

ctio

nC

onte

nt S

tand

ard(

s): 1

.Use

add

ition

and

subt

ract

ion

with

in 1

00 to

solv

e on

e-an

d tw

o-st

ep w

ord

prob

lem

sin

volv

ing

situ

atio

ns o

f add

ing

to,t

akin

g fr

om, p

uttin

g to

geth

er, t

akin

g ap

art,

and

com

parin

g, w

ith u

nkno

wns

in a

ll po

sitio

nsPr

actic

e St

anda

rd(s

):

Tas

k: W

rite

two

mat

h st

ory

prob

lem

s whe

re b

oth

the

answ

ers w

ould

be

100.

Writ

e th

e eq

uatio

n th

at g

oes w

ith e

ach

of y

our

stor

ies a

nd sh

ow y

our c

ompu

tatio

n. P

ut a

n “E

” by

the

easy

pro

blem

and

an

“H”

by th

e ha

rd p

robl

em a

nd e

xpla

in w

hat m

akes

the

easy

pro

blem

eas

y an

d th

e ha

rd p

robl

em h

ard.

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

allg

roup

s, w

hat q

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

ere

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

Seco

ndG

rade

Stan

dard

#1

[2-O

A1]

Clu

ster

Hea

ding

:Rep

rese

nt a

nd so

lve

prob

lem

s inv

olvi

ng a

dditi

on a

nd su

btra

ctio

nC

onte

nt S

tand

ard(

s): 1

.Use

add

ition

and

subt

ract

ion

with

in 1

00 to

solv

e on

e-an

d tw

o-st

ep w

ord

prob

lem

sin

volv

ing

situ

atio

ns o

f add

ing

to,t

akin

g fr

om, p

uttin

g to

geth

er, t

akin

g ap

art,

and

com

parin

g, w

ith u

nkno

wns

inal

l pos

ition

sPr

actic

e St

anda

rd(s

):

Tas

k: W

rite

two

mat

h st

ory

prob

lem

s whe

re b

oth

the

answ

ers w

ould

be

100.

Writ

e th

e eq

uatio

n th

at g

oes w

ith e

ach

of y

our

stor

ies a

nd sh

ow y

our c

ompu

tatio

n. P

ut a

n “E

” by

the

easy

pro

blem

and

an

“H”

by th

e ha

rd p

robl

em a

nd e

xpla

in w

hat m

akes

the

easy

pro

blem

eas

y an

d th

e ha

rd p

robl

em h

ard.

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

of t

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

ina

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

rt II

Ib(T

TL

P) T

empl

ate

Seco

ndG

rade

Stan

dard

#1

[2-O

A1]

Clu

ster

Hea

ding

:Rep

rese

nt a

nd so

lve

prob

lem

s inv

olvi

ng a

dditi

on a

nd su

btra

ctio

nC

onte

nt S

tand

ard(

s): 1

.Use

add

ition

and

subt

ract

ion

with

in 1

00 to

solv

e on

e-an

d tw

o-st

ep w

ord

prob

lem

sin

volv

ing

situ

atio

ns o

f add

ing

to,t

akin

g fr

om, p

uttin

g to

geth

er, t

akin

g ap

art,

and

com

parin

g, w

ith u

nkno

wns

in a

ll po

sitio

nsPr

actic

e St

anda

rd(s

):

Tas

k: W

rite

two

mat

h st

ory

prob

lem

s whe

re b

oth

the

answ

ers w

ould

be

100.

Writ

e th

e eq

uatio

n th

at g

oes w

ith e

ach

ofyo

ur st

orie

s and

show

you

r com

puta

tion.

Put

an

“E”

by th

e ea

sy p

robl

em a

nd a

n “H

” by

the

hard

pro

blem

and

exp

lain

wha

t mak

es th

e ea

sy p

robl

em e

asy

and

the

hard

pro

blem

har

d.

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

9

3‐5 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

Fift

h G

rade

Stan

dard

# 6

[5-N

BTa

],[5

-NB

Tb]

Clu

ster

Hea

ding

:Und

erst

and

the

plac

eva

lue

syst

em.

Con

tent

Stan

dard

:Rea

d an

d w

rite

deci

mal

s to

thou

sand

ths u

sing

bas

e-te

n nu

mer

als,

num

ber n

ames

, and

exp

ande

dfo

rm, [

5-N

BT3

a]b.

Com

pare

two

deci

mal

s to

thou

sand

ths b

ased

on

mea

ning

s of t

he d

igits

in e

ach

plac

e, u

sing

>, =

, and

< sy

mbo

ls to

reco

rd th

e re

sults

of c

ompa

rison

s. [5

-NB

T3b]

Prac

ticeS

tand

ard(

s):

Task

:Com

pari

ngis

inth

eCar

dsPl

ace

the

follo

win

gca

rdsi

nto

the

blan

ksto

mak

eth

egr

eate

stnu

mbe

rand

the

smal

lest

num

ber.

Writ

eth

ese

two

num

bers

ona

piec

eof

pape

rwith

a <,

>,or

=to

mak

ea

true

stat

emen

t.(C

ards

are

8,3,

5,1,

and

7)__

__

____

. __

__ _

___

___

_

Part

2: S

uppo

rtin

g St

uden

ts' E

xplo

ratio

n of

the

Task

:A

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

Fift

h G

rade

Stan

dard

# 6

[5-N

BTa

],[5

-NB

Tb]

Clu

ster

Hea

ding

:Und

erst

and

the

plac

eva

lue

syst

em.

Con

tent

Stan

dard

:Rea

d an

d w

rite

deci

mal

s to

thou

sand

ths u

sing

bas

e-te

n nu

mer

als,

num

ber n

ames

, and

exp

ande

dfo

rm, [

5-N

BT3

a]b.

Com

pare

two

deci

mal

s to

thou

sand

ths b

ased

on

mea

ning

s of t

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igits

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ach

plac

e, u

sing

>, =

, and

< sy

mbo

ls to

reco

rd th

e re

sults

of c

ompa

rison

s. [5

-NB

T3b]

Prac

ticeS

tand

ard(

s):

Task

:Com

pari

ngis

inth

eCar

dsPl

ace

the

follo

win

gca

rdsi

nto

the

blan

ksto

mak

eth

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eate

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mbe

rand

the

smal

lest

num

ber.

Writ

eth

ese

two

num

bers

ona

piec

eof

pape

rwith

a <,

>,or

=to

mak

ea

true

stat

emen

t.(C

ards

are

8,3,

5,1,

and

7)__

__

____

. __

__ _

___

___

_

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

of t

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

12

Thi

nkin

g T

hrou

gh a

Les

son

Prot

ocol

–Pa

rt II

Ib(T

TL

P) T

empl

ate

Fift

h G

rade

Stan

dard

# 6

[5-N

BTa

],[5

-NB

Tb]

Clu

ster

Hea

ding

:Und

erst

and

the

plac

eva

lue

syst

em.

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tent

Stan

dard

:Rea

d an

d w

rite

deci

mal

s to

thou

sand

ths u

sing

bas

e-te

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mer

als,

num

ber n

ames

, and

exp

ande

dfo

rm, [

5-N

BT3

a]b.

Com

pare

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deci

mal

s to

thou

sand

ths b

ased

on

mea

ning

s of t

he d

igits

in e

ach

plac

e, u

sing

>, =

, and

< sy

mbo

ls to

reco

rd th

e re

sults

of c

ompa

rison

s. [5

-NB

T3b]

Prac

ticeS

tand

ard(

s):

Task

:Com

pari

ngis

inth

eCar

dsPl

ace

the

follo

win

gca

rdsi

nto

the

blan

ksto

mak

eth

egr

eate

stnu

mbe

rand

the

smal

lest

num

ber.

Writ

eth

ese

two

num

bers

ona

piec

eof

pape

rwith

a <,

>,or

=to

mak

ea

true

stat

emen

t.(C

ards

are

8,3,

5,1,

and

7)__

__

____

. __

__ _

___

___

_

Part

3: S

hari

ng a

nd D

iscu

ssin

g th

e Ta

skH

ow w

ill y

ou e

nsur

e th

at, o

ver

time,

eac

h st

uden

t has

the

oppo

rtun

ityto

shar

e hi

s or

her

thin

king

and

rea

soni

ng w

ith th

eir

peer

s?Eq

uity

prin

cipl

e: h

igh

expe

ctat

ions

and

stro

ng su

ppor

t for

all

stude

nts

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