Physical Components and Arrangements
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Evidence of
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In Progress
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Next Steps
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Students
generated work displayed; It should include mathematical writing, diagrams,
graphs, reasoning, real world contexts, thinking strategies and alternative
paths.
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Problems visible
in the classroom. They should include published problems, student generated
problems and puzzles.
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Engaging
activities available in the room for extension and enrichment for fast
finishers. List…
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Notebooks/personal
learning logs for student writing in math with teacher feedback (maybe use
post-its).
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Computers are
accessible and working with appropriate
math activities installed and used
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A variety of
equipment and materials organized for easy student access e.g.: calculators,
measurement tools, geometry manipluatives and tools, number manipulatives.
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Displayed
reference materials and tools e.g.: 100 chart, number line, preferably
positive and negative numbers, calendar, dictionary and clock
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Mathematical
words highlighted on a wall or other displays
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Area for lesson
demonstration: chalkboard/whiteboard/easel, over head projector, mat/floor
space.
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Student tables
arranged for individual, partner and group work.
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Teaching and Learning strategies
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Evidence of
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In Progress
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Next Steps
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Student/teacher
relationship is caring, respectful, enthusiastic, encouraging and affirming
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Teacher roves the
room to interact with students during independent math time
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Teacher demonstrates
positive attitudes and high expectations about each child’s potential
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Teacher asks
questions that probe and stimulate student thinking
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Students ask
questions of each other that demonstrate a desire to clarify their thinking,
justify their thoughts and engage in a robust mathematical classroom
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Teacher listens
and responds to individual student’s thinking and understandings
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Student are
encouraged to try, apply, solve and explain
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Students are
given time to practice skills in context
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Time is used
effectively to focus on mathematics learning with appropriate pacing
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Instances of
cooperative group work, small group work and individual work will be evident.
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Teachers uses a
variety of teaching strategies. Modeled/Shared/Guided
Components of the Math Block
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Evidence of
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In Progress
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Next Steps
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Main lesson
structure is based on the workshop model
(mini lesson,
group/partner/individual work, share/reflection
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Incorporation of
different writing genres (eg. journal, procedural autobiographical, free
writing, quizzes) in math class
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Review and
practice of skills daily (could be math naplan review/games)
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‘Mental math’ is
encouraged through short, quick problems that encourage visualization and
less reliance on paper and pencil skills.
Can occur at
anytime of the day.
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Planning
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Evidence of
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In Progress
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Next Steps
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Games are a valid
and engaging activity for developing understanding
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Technology is
incorporated as a valid tool for developing mathematical understandings
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Short and long
term planning are evident
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Problem Solving,
Procedural Fluency and Conceptual Understanding are equally valued and
planned for.
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Differentiation
of lessons is planned for
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Open ended
questions are used during problem solving
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Center work is
planned for
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Curriculum followed
with learning goals aligned with State Standards
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Assessment
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Evidence of
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In Progress
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Next Steps
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Evidence of a
Balanced Assessment Plan
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Ongoing student
observations are documented
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Conferencing
occurs on a regular basis
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Writing tasks are
administered on a regular basis
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End of Unit
assessment administered and data collected on spread sheet
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Analyzing student
work occurs on a regular basis
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Collection of data
is used to inform instruction (list how…)
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Recording of
Individual Profiles of Progress for each Unit completed
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Learning Goals of
the program used are aligned to the State Standards
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Opportunities for
student self evaluation is evident
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Evidence of assessment
such as: folders/portfolios with strategic work samples that show growth and
student’s level of understanding, checklists (end of unit checking in
progress) anecdotal notes (kid watching, conferencing), on student
performance.
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