Self-assessing Learning
What are you learning about in math today? /
- Our learning target today is….,
- In our journals I’m learning how to…
- Does the student have a basic understanding of what they are learning or doing in class (concept or skill wise)
What do you do when you are learning something on your own or with a partner and you get stuck? /
- Ask other students
- Use the Step In part of my journal
- Previous problems or lessons
- Anchor charts, word walls, etc.
How do you think back on your work when you’re done? /
- Ss might identify something easy/hard about what they learned
- How it is like something they’ve done before;
- Think “Is my thinking reasonable?”
- If they say check my work, can they explain how they :check their work”
How do you improve you work? /
- Is it evident that they get the opportunity to redo or make adjustments to their work?
- Are rubrics used for self-evaluations
- Does self-evaluation occur
- Is there evidence that the teacher reviews their work
What is the hardest thing you learned today? Why? /
- Responses will vary but press for why it was hard.
- We want to see if they understand the skills they needed to know to do the work.
Discourse/Process Standards
You could expect to see vocabulary or sentence frames related to the day’s learning easily accessible
How does working with a partner help you? /
- I can get other ideas
- It helps me understand when I get stuck
- I can see if how I’m thinking is reasonable, etc
How do you and your partner work together so you’re both learning? /
- We use PAL
- We ask each other questions if we don’t understand
- I have to keep explaining until they get it, etc.
What tools/models have you used to learn today? /
- Base ten blocks, number lines, strip diagrams, anchor charts, expanders, sharing mats, etc.
What are ways you talk about math in class? /
- I explain how I figured something out
- I justify how I know my thinking is reasonable
- I talk about how my ideas are the same or different from other students’; etc.
Who gets to share their work with the others?
What happens when students share their work at the end of math class? /
- We get to see and hear how other kids figured the Step Ahead out
- If I still don’t understand something
- I get to see other Ss ideas and ask questions
- We see if we learned our target
- We do an exit ticket, etc.
- After students share we can make corrections in our work
Engagement
What are ways your teacher makes math exciting or interesting? /
- We use math tools to figure things out
- We get to talk to other kids
- We get to explain things
- I get to do things that are challenging for me, etc.