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Tips and Feedback

Tips and Feedback. Essential Questions. Anticipate student responses to the question Would the anticipated student response show evidence of the learning you want students to achieve that day? These questions should differentiate between days

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Tips and Feedback

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  1. Tips and Feedback

  2. Essential Questions • Anticipate student responses to the question • Would the anticipated student response show evidence of the learning you want students to achieve that day? • These questions should differentiate between days • How is day 1 different than day 2 even though both days address the same basic concept? • Everything that follows on the GCG under the EQ’s should help move the students towards being able to answer the EQ and elaborate on the EQ • EQ’s are the driving force of the GCG

  3. Before After How does constructing a Venn Diagram help you solve problems? How does drawing and analyzing Venn Diagrams help you solve problems What is the purpose of a Venn Diagram? In what situations can we use a Venn Diagram to display and make sense of data?

  4. Manipulatives/Online Resources • Include a brief description of how to use this manipulative in regards to this GCG • Elaborations (if necessary) can take place in the powerpoint • If the title of the online resource does not give the reader a basic understanding of what the resource includes, provide a brief description

  5. Powerpoints • No limit on slides – time limit is 5 minutes • Visuals enhance the message of the GCG’s in an efficient way • Powerpoint should supplement and clarify GCG, not just repeat what is already there • For the teachers, not students • Save and upload as a slideshow

  6. Day 1 • The focus of Day 1 is for students to count on from any given number to make a ten. • Provide students opportunities to recognize numbers as visual representations of a number (0-10) and build the number ten with counting on from the given number. 8 9 10 4 2 6 7

  7. Day 2 • The focus of Day 2 provides students exploration time with tools to find the different ways ten can be composed and decomposed. • Use open ended problem solving scenarios such as: • Mrs. John’s class was playing kickball. There were 10 students playing in all. How many girls were playing? How many boys? • Students can create foldables or use notebooks to record their learning.

  8. Day 3 • The focus of Day 3 reinforces composing and decomposing all of the number bonds for 10. • Provide students with tools that can be snapped together/taken apart to model the multiple number pairs that form 10. • Create a class anchor chart with students findings.

  9. HOT Questions Sample HOT Questions: Use these to facilitate student discussion. (SMP 1,3) • Change the hyperlink on “Sample HOT Questions” to “shq.pdf” • This doc is just a one pager instead of the 40 page flipbook so that it loads faster

  10. What are the students doing?(Examples of evidence of learning) Before After Determine when it’s appropriate to use a Venn Diagram Explain when to use a double or triple Venn Diagram Given situations and sets of data, determine when it’s appropriate to use a Venn Diagram In their notebooks, explain when to use a double or triple Venn Diagram

  11. What is the teacher doing? Non-Example (Less Specific) Example (More Specific) Facilitating discussion through the use of the HOT questions referenced above Monitoring students’ discussions and explanations and probing for deeper understanding. Emphasizing use of correct vocabulary when discussing Venn Diagrams Emphasizing the precise use of scales used on the graph and relating to skip counting on a number line. Providing opportunities for students to utilize graphing scenarios to complete a graph and analyze. Emphasizing use of correct vocabulary: scale, interval, discrete, continuous, axis, etc. Could include a specific way (co-op structure) that you think would work well with GCG/Concept

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