Use of Manipulatives
Beginning – Teacher use only to demonstrate.Coaching – How can we expand to include the children in making mathematical meaning with the tools provided? / Developing – Teacher/Students using manipulatives in isolated concepts or only to introduce concepts. Teacher derives meaning associated with the tool.
Practice takes place with the manipulatives and then transition to practice where students may or may not use the manipulatives. Representation stage is lacking.
Coaching – How can we ensure representation and meaning is connected to the tools provided? / Applying – Teacher/Students using manipulatives across different concepts and sections of the lessons. Students are associating meaning with the tools.
Practice takes place with manipulatives during the “I do”, “We do,” and “You Do” with students choosing the tools that make sense to them.
Teachers and students use real world examples for understanding and application of concepts and skills.
Associated evaluation elements:
4. Establishing Classroom Routines
9. Chunking Content into Digestible Bites
19. Practicing Skills, Strategies, and Processes
42. Effective Scaffolding of information within lessons
47. Needs of English Language Learners
48. Needs of Students Receiving Special Education
49. Needs of students Who Lack Support of Schooling
I Do, We Do, You Do/ Gradual Release
Beginning – Teacher models a strategy; students practice a strategy with the teacher and then move to complete the process independently. Following script of Go Math, without paying particular attention to formative assessment and student needs. Teacher compliance phase.Coaching - Monitoring and Formative Assessments are key pieces to this strategy. How can you make decisions based on student readiness and application? / Developing – Teacher models a strategy multiple ways using think-a-loud and supplemental Thinking Map or Manipulative. Students are grouped during each portion of the process to interact with the knowledge. Teacher guides use of tools, maps, and manipulatives. The move from We Do to You Do is after multiple contexts are reviewed and fluctuates depending on student needs.
Coaching - Encourage student choices and strategies based on their understanding and application of the skill/strategy. / Applying – Teacher and students model strategies multiple ways using think-a-loud and supplemental Thinking Map or Manipulative. Students are grouped during each portion of the process to interact with the knowledge. Teacher is more of a facilitator/observer and students guide use of tools, maps, and manipulatives. The move from We Do to You Do is after multiple contexts are reviewed and fluctuates depending on student needs. Students monitor the moves from We Do to You Do based on their understanding and application.
Associated evaluation elements:
1. Providing Clear Goals & Scales
4. Establishing Classroom Routines
9. Chunking Content into “Digestible Bites”
15. Organizing Students to Deepen New Knowledge
19. Practicing Skills, Strategies, and Processes
42. Effective Scaffolding of information within lessons
Thinking Maps
Beginning – Teacher use only to demonstrate.Coaching – How can we expand to include the children in making connections and meaning with the Thinking Maps and graphic organizers? / Developing – Teacher/Students using Thinking Maps in isolated concepts or only to introduce concepts. Teacher derives creates and completes the map, guiding students through process. Initial instruction and/or discussion takes place with the Thinking Map and then transition to practice or application of concept is made where students may or may not use the Thinking Map that was completed.
Coaching – How can we ensure connection to concept and essential question is connected to the Thinking Maps? / Applying – Teacher/Students using Thinking Maps across different concepts and sections of the lessons. Students are associating meaning with the Thinking maps.
Students are choosing the Thinking Map that makes sense to them. Teachers and students use real world examples for understanding and application of concepts and skills.
Associated evaluation elements:
4. Establishing Classroom Routines
9. Chunking Content into Digestible Bites
19. Practicing Skills, Strategies, and Processes
42. Effective Scaffolding of information within lessons
47. Needs of English Language Learners
48. Needs of Students Receiving Special Education
49. Needs of students Who Lack Support of Schooling