Scaffolding lessons allowing students to Moves beyond procedural fluency and High level of engagement in mathematical Design is connected to an important Provides opportunities to communicate Authentic to the ways of knowing and doing experience success (systematically varying requires deep mathematical thinking. (What reasoning throughout the lesson concept or big idea in mathematics mathematically (using mathematical in mathematics (reasoning and proof, key ideas to deepen understanding) are students spending most of their time notation and symbols) problem solving, modelling and thinking about?) mathematizing) Design Considerations Clarifying learning intentions and criteria for success Eliciting evidence of student thinking Providing feedback that moves learning forward Activating students as instructional resources for Activating students as owners of their own learning -Establishing success criteria with students -Making thinking visible - Providing time to incorporate the feedback one another Formative Assessment Strategies (Wiliam, D., 2011) Scaffolding lessons allowing students to Moves beyond procedural fluency and High of engagement in mathematical Design is connected to an important Provides opportunities to communicate Authentic to the ways of knowing and doing experience success (systematically varying requires deep mathematical thinking. (What reasoning throughout the lesson concept or big idea in mathematics mathematically (using mathematical in mathematics (reasoning and proof, key ideas to deepen understanding) are students spending most of their time notation and symbols) problem solving, modelling and thinking about?) mathematizing) Design Considerations
Design Considerations Scaffolding lessons allowing students to experience success (systematically varying key ideas to deepen understanding) 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 reasoning throughout the lesson Design is connected to an important concept or big idea in mathematics Provides opportunities to communicate mathematically (using mathematical notation and symbols) Authentic to the ways of knowing and doing in mathematics (reasoning and proof, problem solving, modelling and mathematizing) 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) Scaffolding lessons allowing students to experience success (systematically varying key ideas to deepen understanding) Moves beyond procedural fluency and requires deep mathematical thinking. (What are students spending most of their time thinking about?) High of engagement in mathematical reasoning throughout the lesson Design is connected to an important concept or big idea in mathematics Provides opportunities to communicate mathematically (using mathematical notation and symbols) Authentic to the ways of knowing and doing in mathematics (reasoning and proof, problem solving, modelling and mathematizing) Design Considerations
Designing-for-Effective-Teaching_Legal_math-1.docx