"Curiosity about students’ mathematical thinking is at the heart of effective and joyful mathematics teaching. There are four channels via which we can gather information about student thinking: we can look at student work and products, we can observe and listen to students while they work and talk, we can confer with students about their thinking, and we can ask students to reflect on their own learning and share their self-assessments with us. We’ll explore how to open these four channels strategically, so we can gather better, richer, more interesting information about our students and their thinking, even when using curricular materials that don’t prioritize formative assessment."
"Routines – Routines are well-understood structures that encourage discourse, sensemaking, and equity in the classroom. A teacher may have many different types of routines in her toolbelt and utilizes them daily.
Lessons – Lessons include any activity that involves transmitting or practicing content knowledge. Lessons can vary from whole class lectures to hands-on manipulative activities.
Problems – Problems are complex tasks, not immediately solvable without further knowhow, research or decoding of the prompt. Problems can take anywhere from one class period to three or four class periods.
Projects – Projects apply mathematical knowhow to an in-depth, authentic experience. A project occurs over the course of two to four weeks. Ideally, projects are outward facing, community based, and/or personally relevant."
"It seems to me that the status quo almost works. If more schools had interventionists who could come in and focus on the needs of the unchallenged, that would be amazing. (Those specialists along with teachers and parents could then decide if a kid would be better off in a different math situation.)"
"While the intent of structuring classrooms according to ability may be to create a pace that is more manageable for students, more often expectations are lowered and the work is overscaffolded. Students learn best when there is a balance of struggle and support. It is important that all students are held to high expectations (the end goals are all the same right?) and that they have opportunities to problem solve through mistakes with guidance such as questioning from the teacher."
Here’s the 5th installment in the Making Sense Series. If you’re looking for other progression videos you can find them here."