Task 4 A-G

THE FOLLOWING VIDEO IS A TWO HOUR AND 20 MINUTE COMPREHENSIVE REVIEW FOR TASK 4.

SAMPLE TASK 4 COMMENTARY

ELEMENTARY TASK 4: ASSESSING STUDENTS' MATHEMATICS LEARNING

This task is divided into seven parts. These include the context for learning, description of the learning segment, the assessment, the rubric, student samples from the learning segment, student work samples from the rear engagement lesson, and a mathematics assessment commentary.

Some teachers decide to do this task first. Task 4 is actually a mini version of tasks 1-3.

The following steps are required for task 4:

Provide background informationIn part a which is the context for learning

Choose a 3 to 5 lesson learning segment of mathematics instruction

Identify the central focus

Teach the learning segments of the lesson

Assess student learning

Provide samples of the assessment for three focus students and the rubric

Analyze the results of the assessment for the whole class and for the three focus students you have chosen

Based on the results of your assessment identify a learning objective for those three focus students

Plan and teach a re-engagement lessonWhere you revisit and review an issue in mathematics using different strategies and techniques

Provide samples of student read engagement work from the three focus students and the rubric

Evaluate the results of your lesson

Helpful Hints for Task 4 (Elementary Only)

***This is an overview of Task 4! Please carefully read the instructions for Task 4 and the “Making Good Choices” for Task 4 BEFORE you begin working on it. There are many additional details in those documents that will help you be successful on this task.

• Identify a series of 3-5 lessons in a learning segment for math. You will write an overview of each of these lessons.

• Provide a formative assessment during your learning segment. Upload a blank copy of your assessment.

• Identify the criteria for your assessment. What should the students be able to show you on the assessment? What are you looking for? You will be collecting the data from your assessment by using this criteria. A rubric is a good way to set up your criteria and it provides a good visual as you begin analyzing the data for the whole class and your 3 focus students. You will upload a copy of your criteria.

• You will provide the results of the assessment data for the whole class through a written summary and/or a class chart.

• In your analysis of the class data you will identify patterns of learning for the whole class. Identify and discuss the conceptual understanding, procedural knowledge, and mathematical reasoning/problem solving for the students as you analyze. Support your analysis with examples from the assessment.

• Identify the misconceptions/struggles and choose 3 focus students to do a re-engagement lesson that provides instruction to support these students.

• Plan a re-engagement lesson that addresses the identified misconceptions/struggles of the 3 focus students.

• During your re-engagement lesson, you will need some sort of student work or formative assessment that you will upload and refer to as you analyze the effectiveness of the lesson.

• Analyze the effectiveness of the re-engagement lesson and refer back to the student work with specific examples that supported the 3 focus students during the lesson. Was the re-engagement lesson successful? How did each student improve their mathematical learning connected to the struggles?