Designing For Intellectual Engagement in Math
Design Considerations
Scaffolding lessons allowing students to experience success (systematically varying key ideas to deepen understanding) / Moves beyond procedural fluency and requires deep mathematical thinking.(What are students spending most of their time thinking about?) / High level of engagement in mathematical reasoning throughout the lesson / Design is connected to an important concept or big idea in mathematics / Provides opportunities to communicate mathematically (using mathematical notation and symbols) / Authentic to the ways of knowing and doing in mathematics (reasoning and proof, problem solving, modelling and mathematizing)Clarifying learning intentions and criteria for success
-Establishing success criteria with students / Eliciting evidence of student thinking
-Making thinking visible / Providing feedback that moves learning forward
- Providing time to incorporate the feedback / Activating students as instructional resources for one another / Activating students as owners of their own learning
Formative Assessment Strategies(Wiliam, D., 2011)
Design Considerations
Clarifying learning intentions and criteria for success-Establishing success criteria with students / Eliciting evidence of student thinking
-Making thinking visible / Providing feedback that moves learning forward
- Providing time to incorporate the feedback / Activating students as instructional resources for one another / Activating students as owners of their own learning
Formative Assessment Strategies(Wiliam, D., 2011)