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Math CAMPPP 2012

This session focuses on the development of fraction understanding in young children through clearly defined learning goals and success criteria. Participants will critique and refine broad learning goals into specific, attainable objectives. By collaborating in pairs and groups, educators will discuss effective feedback strategies and identify what successful attainment looks like in the context of their students’ work. The session culminates in reflection on how to apply these concepts in their own classrooms to foster deeper mathematical understanding.

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Math CAMPPP 2012

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  1. Math CAMPPP 2012 Rich Treasures Await K-4 Breakout Four 1

  2. Learning Goals: Participants will: • understand the development of fraction understanding in young children • critique learning goals • develop success criteria linked to a specific learning goal • increase the ability to provide descriptive feedback

  3. The Great Learning Goal/Success Criteria Conundrum!!

  4. Growing Success: • Learning goals clearly identify what students are expected to know and be able to do, in language that students can readily understand. • Success criteria describe in specific terms what successful attainment of the learning goals looks like.

  5. Minds On: Pair-Square • With a partner, use the sheet provided to discuss which expectations are successful as learning goals. • Select one that is “too broad” as a learning goal, and break it down into a series of learning goals to make it more effective.

  6. Minds On: Pair-Square • With a partner, use the sheet provided to discuss which expectations are successful as learning goals. • Select one that is “too broad” as a learning goal, and break it down into a series of learning goals to make it more effective. • Join another group to discuss and share.

  7. Action: Descriptive Feedback • In “grade-level-ish” groups, use the fraction question from this morning to determine the learning goal and some success criteria for this problem. • Discuss the following: What would students do that would be different from what we did when we solved this problem?

  8. Action: Descriptive Feedback • Using the student work provided, please create some descriptive feedback that you would give these students based on their work. • Use stickies to annotate the student work.

  9. Consolidation: Continuum • Circulate, and look at the student work as it is posted. As you are walking, think about whether you can identify a continuum of understanding. • Use the large stickies to annotate identifiable strategies, practices, and relationships.

  10. Consolidation: Continuum • Using the pirate gold question from the article Fair Shares, Matey, or Walk the Plank! (NCTM, April 2012), discuss how your feedback to students would change for this model.

  11. Reflection: Your Choice • It is by going down into the abyss that we recover the treasures of life. Where you stumble, there lies your treasure.Joseph Campbell • How are you going to bring these ideas back to your classroom?

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