Authentic to the ways of knowing and Moves beyond procedural fluency and High level of engagement in mathematical Design is connected to an important Provides opportunities to communicate Scaffolding lessons allowing students to doing in science and mathematics requires deep mathematical thinking. and scientific reasoning throughout the concept or big idea in science or mathematically or scientifically (using experience success (systematically varying (reasoning and proof, problem solving, (What are students spending most of their lesson mathematics appropriate mathematical or scientific key ideas to deepen understanding) modelling and mathematizing) time thinking about?) notation and symbols) Design Considerations Clarifying learning intentions and Eliciting evidence of student thinking Providing feedback that moves learning Activating students as instructional Activating students as owners of their criteria for success -Making thinking visible forward resources for one another own learning -Establishing success criteria with - Providing time to incorporate the students feedback Formative Assessment Strategies (Wiliam, D., 2011) Authentic to the ways of knowing and Moves beyond procedural fluency and High level of engagement in mathematical Design is connected to an important Provides opportunities to communicate Scaffolding lessons allowing students to doing in science and mathematics requires deep mathematical thinking. and scientific reasoning throughout the concept or big idea in science or mathematically or scientifically (using experience success (systematically varying (reasoning and proof, problem solving, (What are students spending most of their lesson mathematics appropriate mathematical or scientific key ideas to deepen understanding) modelling and mathematizing) time thinking about?) notation and symbols)
Design Considerations Authentic to the ways of knowing and doing in science and mathematics (reasoning and proof, problem solving, modelling and mathematizing) Moves beyond procedural fluency and requires deep mathematical thinking. (What are students spending most of their time thinking about?) High level of engagement in mathematical and scientific reasoning throughout the lesson Design is connected to an important concept or big idea in science or mathematics Provides opportunities to communicate mathematically or scientifically (using appropriate mathematical or scientific notation and symbols) Scaffolding lessons allowing students to experience success (systematically varying key ideas to deepen understanding) Clarifying learning intentions and criteria for success -Establishing success criteria with students Eliciting evidence of student thinking -Making thinking visible Providing feedback that moves learning forward - Providing time to incorporate the feedback Activating students as instructional resources for one another Activating students as owners of their own learning Formative Assessment Strategies (Wiliam, D., 2011) Authentic to the ways of knowing and doing in science and mathematics (reasoning and proof, problem solving, modelling and mathematizing) Moves beyond procedural fluency and requires deep mathematical thinking. (What are students spending most of their time thinking about?) High level of engagement in mathematical and scientific reasoning throughout the lesson Design is connected to an important concept or big idea in science or mathematics Provides opportunities to communicate mathematically or scientifically (using appropriate mathematical or scientific notation and symbols) Scaffolding lessons allowing students to experience success (systematically varying key ideas to deepen understanding)