"The IMPORTANT question is not how assessment is DEFINED but whether assessment INFORMATION is USED..." -Palomba & Banta
At the beginning of the year I implemented the Math Daily 3 framework. Students select from three choices, working independently toward personalized goals, while the teacher meets individual needs through whole-group and small-group instruction, as well as one-on-one conferring.
Students select from these three choices:
To ensure that formative and summative assessment is embedded into the numeracy learning I researched new ways to structure the learning in mathematics. The structure is outlined below and then inserted into the Explicit Teaching Model in my weekly planner.
Students select from these three choices:
- Math by Myself
- Math Writing
- Math with Someone
To ensure that formative and summative assessment is embedded into the numeracy learning I researched new ways to structure the learning in mathematics. The structure is outlined below and then inserted into the Explicit Teaching Model in my weekly planner.
Learning in Mathematics
The proficiencies of Understanding, Fluency, Problem Solving and Reasoning are fundamental to learning mathematics and working mathematically, and are applied accross all three strands Number and Algebra, Measurement and Geometry, and Statistics and Probability.
Understanding - refers to students building a robust knowledge of adaptable and transferable mathematical concepts and structures.
Fluency - describes students developing skills in choosing appropriate procedures, carrying out procedures flexibility, accurately, efficiently and appropriately, and recalling factual knowledge and concepts readily.
Problem solving - is the ability of students to make choices, interpret, formulate, model and investigate problem situations, select and use technological functions and communicate effectively.
Reasoning - refers to students developing an increasing sophisticated capacity for logical, statistical and probabilistic thinking and actions, such as conjecturing, hypothesising, analysing, proving, evaluating, explaining, inferring, justifying, refuting, abstracting and generalising.
Understanding - refers to students building a robust knowledge of adaptable and transferable mathematical concepts and structures.
Fluency - describes students developing skills in choosing appropriate procedures, carrying out procedures flexibility, accurately, efficiently and appropriately, and recalling factual knowledge and concepts readily.
Problem solving - is the ability of students to make choices, interpret, formulate, model and investigate problem situations, select and use technological functions and communicate effectively.
Reasoning - refers to students developing an increasing sophisticated capacity for logical, statistical and probabilistic thinking and actions, such as conjecturing, hypothesising, analysing, proving, evaluating, explaining, inferring, justifying, refuting, abstracting and generalising.
I can statements
Using these proficiencies, the Achievement Standards, Content Descriptors from the curriculum; I can statements are developed to form success criteria for student goals. I can statements assist students to become more responsible for their learning and to be reflective of their own work. Students can track their learning and know exactly what they are working on or towards at any given time. The success criteria is then used to monitor student progress, inform future teaching and