Elicit and use evidence of student thinking.
Effective teaching of mathematics uses evidence of student thinking to assess progress toward mathematical understanding and to adjust instruction continually in ways that support and extend learning.
Principles to Actions: Ensuring Mathematical Success for All
|7:15||Welcome, Materials, Q&A|
|7:30||Establishing Intent, Purpose, Norm Setting
|7:45||Break for Birthday Breakfast|
|7:55||Talking Points from Elizabeth Statmore (@chessemonkeysf)|
|8:10||Subitizing (a.k.a. Dot Talks)|
|9:15||End of session|
- Explore Closest to One using Open Middle worksheet with I can show my work so a reader understands without asking me questions.
- Read pp. 207-211 from Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5
- What the Research says: Elicit and Use Evidence of Student Thinking
- Promoting Equity by Eliciting and Using Evidence of Student Thinking
- Read one of the following from Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5
- pp.183-188 Make a Ten
- pp.189-195 The Odd and Even Task
- pp. 198-207 The Pencil Task
- Number talks with students – subitizing first
- Seek flexibility and multiple ways to show what you know.
- What examples did you select?
- Why did you select the examples you used?
- What examples of student thinking did you document?
Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.
Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5. The National Council of Teachers of Mathematics, 2017.
Statmore, Elizabeth. “Cheesemonkey Wonders.” #TMC14 GWWG: Talking Points Activity – Cultivating Exploratory Talk through a Growth Mindset Activity, 1 Jan. 1970.