Category Archives: Self-Assessment

Unit Organizer Update & Feedback Only Grading


Its been a good, very good, no, great start to the year.  Almost scary how smoothly it has begun.  But I will take it and be happy. Very happy.  I always have amazing kids.  They make me smile.  They make me think.  They make me love what I do.

I have read about comments only grading multiple times.  A colleague shared more research as part of an action research project last spring.  Reading and chatting Wilham’s Embedded Formative Assessment this summer convinced me I needed to give up grades on student work and offer feedback only.  So far, so good.  When I pass target quizzes back, I allow some time for students to mark on their organizers where they consider they are based on feedback I have offered.  I will definitely be sharing updates.

I shared a unit organizer here a couple of weeks ago.  It’s gone well, though I knew I wasn’t satisfied with it.  But this afternoon, Crazy Math Teacher Lady shared this


My thoughts are to modify my booklet style organizer to include this on the inside.  I appreciated the graph for each target.  This goes right along with some research from #efamath chat this summer.  It reminds me of something similar I had seen on @druinok’s block a while back.  I like how Lisa has a place for students to record multiple assessments.  This is a great layout!

I plan on keeping a vocabulary knowledge survey on the front as suggested by Math = Love.  Here is a sample of mine


And keeping the assessment grid on the back for personal reflection…


I re-intoduced an old assignment from a few years ago in my first units…students were asked to write their own unit assessment using our learning targets.  Most seemed to put good effort in to interpretting what each was asking.  Offering written feedback gave me a chance to address some of their misconceptions, mostly notational issues in diagrams they had included or clarifying some vocabulary.

My intentions were for them to go back through their INBs, notes, target quizzes.  A couple of times in class, I fielded specific questions they had.  Based on what I observed, I believe it was a useful task.

I am looking forward to my new organizers!  Thanks to Lisa, Sarah & @druinok for sharing such awesome ideas!

INB Unit Organizer


I wanted to create a unit organizer than encompassed several aspects but would also be narrowed to one page, fiting in to the INB.  Here’s a list of what I wanted:

unit overview/schedule
learning targets
record of assignments
track their own assessments/learning
place to record questions/big ideas
opportunity for end of unit reflection

Here is what I arrived at for a first attempt, copied front to back and folded in half, this is the order students will see the booklet. 

The vocabulary pre-assess was a great tool.  I saw this idea over at Math = Love earlier in the summer.  It went so well. It only took students a couple of minutes to self-assess their vocabulary knowledge.  As I walked around, I was able to see several terms had 3s & 4s.  We compiled a list of our 1s & 2s words.  I explained, as they learned a word or gained better understanding, they should go back and put a +.  Before the end of class, students were asking if they could go ahead and update their chart.

If possible, maybe completemthis part a day before beginning a unit, in order to make needed adjustments based on student responses.


I included the correlated CCSS # for each target.  Eventually, these may be beneficial when looking online for a resource on a specific standard.


I am not fully satisfied with this chart yet. Assignments made for specific targets can be listed, a note if completed (stamp) and place to monitor their assessment for each.  A second line has been included in case RTI/enrichment is needed.


Finally, the back side has a place to record reflection.  Ideally, I would have them complete the reflection at least 2 days prior to unit assessment, allowing to address any needs the following day, prior to assessment.


As always, this is a work i  progress, suggestions and ideas are welcomed!
Foundations in Geometry doc

Intro to Matrices:

Intro to Matrices pdf
Intro to Matrices doc

Happy Birthday #Made4Math !!! Formative Assessmemt Reminder Cards


First, just let me say a big THANK YOU to @druinok for beginning #made4math and to all of the generous folks who have openingly shared their classroom ideas, lessons, tips over the past year.  I was overwhelmed with how quickly it took off!  Still, today, I am amazed at the generosity of this community.  I have learned so much and my classroom was definitelh impacted by your awesome ideas!

My share for today was initially a result of a convo with @rachelrosales and @druinok, brainstorming ways to organize reminders for the numerous formative assessment techniques…something simple, at your finger tips. 

I loved @druinok’s post today and her Student Engagement Flipchart.  Very.Nice.  It will definitely be on my to-do list for a future project.  However, I am choosing to share a similar idea, just a bit different format.  I cut down index cards to fit sports card pages… pack of 10 for $1.  I am able to display up to 90 of these reminders ranging from formative assessment techniques to various strategies for student engagement, reflection, etc. 

Front side of card has title, with some information…


Back side of cards has description, suggestions, reminders…


I have placed the pages in a small 3 ring binder which can easily hold more pages.  Currently, I am trying to include summaries/reminders of techniques I have used or see being easily modified for math class.

Looking forward to learning and sharing more FA techniques with my amazing PLN!!!

Pam Wilson, NBCT
Currently Reading
5 Practices for Orchestrating Productive Mathematical Discussions, Smith & Stein
Teach Like  a Pirate, Dave Burgess
From Ashes to Honor, Loree Lough

Trig Ratios – #made4math


Through the years, I’ve seen students struggling trying to remember which Trig Ratio is which.  I have a colleague who draws a big bucket with a toe dipped into the water.  She says she tells the students “Soak-a-Toe” to help them recall SOH-CAH-TOA.  Another has described the “Native American”  SOH-CAH-TOA tribe as the one who constructs their teepees using Right Triangles.  The most entertaining though is the rap from WCHS Math Department “Gettin’ Triggy Wit It” on youtube.

I wanted to use an inquiry activity to help them develop the definitions of the Trig Ratios.  Basically, they constructed 4 similar triangles, found the side measures, then recorded ratios of specific side lengths.  Next, I had them measure the acute angles, then we used the calculator to evaluate the sin, cos and tan for each angle measure.  Students were asked to compare each value to the ratios they had recorded in the table and determine which ratio was closest to their value.  Here’s the file Similar Triangles Trig Ratios.  Anyway, its not a perfect lesson, but a starting point.  If you use it, please comment to let me know how you modified it to make it a better learning experience for students.

In the past, students sometimes struggle trying to decide which ratio they need to use when solving a problem. I put together an activity adapted from a strategy called  Mix-Pair-Freeze I’ve used from my KaganCooperative Learning and Geometry book.  This book offers numerous, quality activities for engaging your students.

You can make copies of this file, Trig Ratio Cards File, then cut cards apart to use.

Trig Ratio Cards

Each student gets a card.  They figure out which Trig Ratio is illustrated on their card (& why).  They mix around the room (with some fun music would make it better), then pair up with someone.  Each person tells which Trig Ratio and why (can be peer assessment, if one is mistaken).  They swap cards, mix and pair with another classmate.  This continues for several minutes, allowing students to pair with several different people.

When I call “Freeze!” Students are to go to a corner of the room which is designated Sin, Cos or Tan.  Within the group in each corner, students double check one-another’s card to determine if they are at the right location.  Again, peer assessment, if someone is wrong, they coach to explain why, then help them determine where they belong.

Students swap cards, mix-pair-freeze again.

I like this activity for several reasons:

  • 1. Students are out of their seats and active.
  • 2.  Students are talking about math.
  • 3.  It allows them to both self-peer assess in a low-stress situation.
  • 4.  I can listen to their descriptions and address any misconceptions as a whole-class as a follow-up.


To clarify, the intent of this activity is for students to determine what information they are given in relation to a given angle, then decide which ratio it illustrates. It is meant to help students who struggle deciphering what information is given.

Providing Students Time to Reflect #makthinkvis


Making Thinking Visible online chat has really challenged me to think differently this semester about my questioning, looking for opportunities for students to share their ideas but most importantly, giving them time to reflect.

To begin our unit on triangles, I used the Generate-Sort-Connect-Elaborate, with plans to elaborate towards the end of the unit. As a class, I simply went around the room, each student generating an idea/concept related to triangles and I added what they shared to the list.  I placed students in groups of 3 and asked them to sort the ideas any way they wanted and to connect each set of ideas to the triangle central theme.

Most had measuring, classifying/types, etc. However, several had made some connections back to our Day 1 activity with the Chaos game, Sierpinksi’s Triangle, Midsegments and their properties.

Today, in class, I asked them to flip back to INB page 47 and take a couple of minutes to do nothing but read through their original concept maps/webs. Before I could give them further instructions, one asked if they could add to it? Of course! That’s exactly what I want you to do! I’ll see if I can manage some before/after pics.  The following few minutes were great. Listening to them think and share outloud. One even said, “Man, I’ve sure learned a lot!”

The next task is one I read about inmy reader a few weeks ago. I apologize, if you blogged about this and I’ve forgotten your name, but I really, really liked it! I gave each student 4 sticky notes, directing them to place a + sign in the corner of one, ? on another, ! on the third and finally a student asked, “you’re not going to make me draw a lightbulb are you?!?”


I explained what each note would include:

+ One Improvement – this could be either an improvement they still needed to make OR an improvement I could make in teaching the unit. A student asked if it could be something they improved on during the unit..sure!


! What NOT to forget!


? A question they still have.


Lightbulb moment during the unit…


I gave them some time to flip back through their INBs, instructed them to place their notes on the board in the back of the room.  A few asked if they could bring theirs in tomorrow. 

A quick glance showed that many still are not comfortable with proofs, a few are having trouble with the ‘names’ of triangle centers. I am more concerend they know/understand each of the centers’ special properties for problem solving. There were a variety of lightbulb moments.  And even a few misconceptions are obvious in some of their responses.

My plan is to address common questions as whole class.  I had originally thought I would respond to the individual questions/misconceptions by using different color sticky notes up on the board.  However, now, I’m thinking I may recopy some of the misconceptions onto dry erase boards and use them in a chalk talk carousel activity. 

To begin, have a variety of comments, some I agree with and others I am concerned with.  Give students red, yellow, green stickers – they carousel through the statements, placing green on those they agree with, yellow or red on those they have questions about.  Would this or the chalk talk be more beneificial here? 

Always, Sometimes, Never – #75FACTS


I’ll be honest, I’ve only truly dug-in to reading the first 6 FACTS of Keeley & Tobey’s book over the past 2 weeks.  Through KLN – Kentucky Leadership Network, I’ve explored several others over the past year.  But I’ve gotten very drawn in to processing the descriptions, suggestions given on the first 6 (by the way, they are listed alphabetically, didn’t know that until someone pointed it out in twitter chat).

This past week, of these 6, I’ve attempted some form of Agree/Disagree (#1), Always Sometimes Never (#3) and Comments Only Marking (#6) in my classroom.  I’ll share more later on A/D and Comments.

Last year, I began experimenting with the Formative Assessment Lessons from the MARS site.  Sorting Equations and  Identities lesson asked students to sort mathematical statements into categories – always true, sometimes true, never true.  Part of the task was to justify their choices.  After using this lesson, I realized students really struggled with these statements.  In fact, they hated them – moaning/groaning each time one would pop up.  Which said to me – they were having to think.  I began embedding them in lessons/notes – class discusses/questions – especially in assessments.  By the end of the year, students were “not afraid” to face ASN questions as before.

This week, I gave geometry students 15 statements about quadrilaterals/polygons, in which they had to answer ASN.  When they arrived in class the following day, I had areas of the room designated A, S, N.

Depending on the FACT, it may help to explain to students why you are using the new strategy.  Part of this discussion was that when someone makes a statement, it may seem true, but we should check it out to determine if in face it always applies, sometimes applies or never applies (page 57).  Through the activity, students were able to share counterexamples if they disagreed with another student’s statement.  Great discussion (even a few semi-heated arguements) occured!

Mathematical Practice – #3 Construct viable arguments and critiques the reasoning of others.

Were students engaged?  Definitely – from the time they walked in, they saw the A, S, N posted and KNEW what was coming.  Most were engaged during the activity.  At least those who didn’t want to think – had to at least choose an area to move to in the discussion.  I used my “name cards” to call on students to ensure everyone needed to be ready to share their justifications.

Were you confident/excited about using the FACT? Yes.  I’ve found a new love for always, sometimes and never statements – though I remember detesting them a particular college geometry course – now I realize what a great learning tool they can be.

How did use of the FACT affect the student-to-student or student-teacher dynamic?  I tried to allow students to share their own counterexamples – but when one was stuck, I would question – referring back to properties we had investigated, drawing figures on the board, presenting a what if… if needed.

Was the information gained from the FACT useful to you?  I realized some students still confused a few of the rhombus, rectangle, square statements.  Mostly, that students often only considered the “obvious” – but this activity was great because others were able to share their “what about…” with their classmates.

Would you have gotten the same information without using the FACT?  In the past, I would have likely made the same realizations but only after giving the unit assessment.  This FACT helped clear up some misconceptions during the learning process rather than at the “end of the learning.”

What added value did the FACT bring to teaching and learning?  Students had to think about their thinking, jusitfy their reasoning, could be critiqued by classmates’ thinking – great opportunities for discussion / sharing!

Did using the FACT cause you to do something differently or think differently about teaching and learning?  During the task, I was able to use student comments as a springboard for whole class discussion, pointing out examples that made it true and examples that made it false (great piece of learning to impact understanding of counterexamples).

Would you use this FACT again? Yes.

Are there modifications you could make to this FACT to improve its usefulness?  This FACT lends itself well to written work, whole class & small group discussions.  Follow up is key – probing students and guiding them to consider other examples – if not shared by classmates first.  Even after arriving at what seems to be class consensus, ask again – challenge their thinking – don’t settle for the first correct responses – ask why – let them justify their reasoning.

Thoughts on #75facts


As I read SimplifyRadicals #75facts post this morning, it really got me to thinking…about things I do and how I could use “Create the Problem” in my own classroom.

I’ve given students the answer before and asked them to write a scenario that could model the problem.  But reading her refelction and suggestions for modifications helped me realize a couple of ways I could improve the way I’ve done this in the past.

The FACT reminds me of ideas from More Good Questions, Marian Small & Amy Lin.  Give students the answer and they have to come up with the equation/problem.  Example, the slope is 2/3, what are 2 points that could give you this slope?

As suggested in the FACT#11 description, providing students with an open ended task takes their thinking to another level.  Student examples generate whether they know why a computation is performed rather than just knowing a procedure.  But this FACT actually asks them, not to find the computation/problem, but to give a scenario/context where this strategy could be used to solve the problem.

The key, as with many successful strategies, is sharing student ideas.  Not just allowing them to talk about their examples and how their story matches the solution, but the teacher asking the class for feedback on whether it is a match, if not, how could it be changed/made better (pg. 81)?

This reminds me of another FACT I’ve used in class before “2 stars and 1 wish.”  however, when I first saw this a couple of years ago, it was called 2 +’s and a delta…two positives and one thing I’d like to change.  Playing off of My Favorite No, I ask students “What do I know this student understands?  Give me 2 examples of what this student did well.”  By focusing on the correct parts first, especially if I’m using a student’s example (anonymously) – the student can see it wasn’t completely wrong.

Then for the delta (wish), I ask students not to point out the mistake, but to think of a question they could ask the student to help the student realize their mistake.  Sometimes, this is a tough task, depending on the mistake that was made, but by asking a question, students, again, are having to think on a different level.

In several of the Formative Assessment Lessons from the MARS site (Solving Linear Equations in Two Variables) – the lesson format actually allows students in small groups to evaluate different levels of student work.  On a slide in the projector resources for this lesson, Assessing Student Work, students are given these questions to guide their discussions:

You are the teacher and have to assess this work.

Correct the work and write comments on the accuracy and organization of each response.

•What do you like about this student’s work?
•What method did the student use?
Is it clear? Is it accurate?  Is it efficient?
•What errors did the student make?
•How might the work be improved?
My thinking, use the FACT #11 – Create a Problem as an exit slip.  Divide the responses into different levels.  On overhead, share different levels, both correct/incorrect, as well as different approaches, using the above questions as a guide for class discussion.  Then present students with solution(s) and ask them to create a problem.
Thanks to Simplifying Radicals for getting my brain to churning so early this morning!


#75FACTS week 4 – #24 I used to think… but now I know…


This week we’ve been off from school for fall break – a road trip down south to visit Winter the Dolphin in Clearwater and a few days of warm sunshine on the beach has me somewhat re-energized.  I’ll be honest, my book is still at school.  The directions for this week were to use one of the FACTS #1-10 but I haven’t been in class to do this. (Sorry)  Before leaving school last week, I chose FACT #24 I used to think…, but now I know…  as a left-hand page assignment for my Geometry students’ INB.

#24 I used to think… Now, I know…

Eight Standards for Mathematical Practices

Practice 1 Make sense of problems and persevere in solving them.  This FACT allowed students to reflect on their learning, an opportunity to share what they used to think and what they now know after working with the concept.  Students responded to this prompt after exploring in small group investigations, pair-share processing, independent practice and finally whole class discussions/questions over Triangle Congruence.  I used to think… but now I know gave students the chance to make sense of the ideas they have been working with in class.

Facts and Teaching Goals

The goal of the lesson sequence was to allow students to recognize and determine which side-angle combos were appropriate and would guarantee triangle congruencies and finally applying those ideas with informal proofs.  By allowing them to respond in writing, I was made aware of their initial misconceptions – but also able to see they had in fact realized on their own how to prove trianlges congruent with a limited amount of given information.
I learned that the AAA and HL were the two students had struggled with most but they wrote about how the activities / discussion helped them realize specifically what was needed with each combo.  Another common error they pointed out in their reflections were that order of the included sides/angles did matter with situations of AAS and ASA.

Planning to Use and Implement Facts

One reason I chose this FACT was because I am looking to implement more literacy strategies into my instruction.  This FACT provided students with the opportunity to reflect on their learning in written format – a different type of processing that just talking/telling what they’ve learned.  By the time the prompt was given, students had explored in small groups, shared verbally with a partner, practiced individually.  The writing component seemed to complete the various types of literacy strategies.  By giving students a chance to respond to this prompt, I was able to see in-depth their full understanding of the intended concepts.

Small Steps

Were your students engaged?  Yes, I was very pleased observing students as they wrote their responses.  Most students took their time to share insightful reflections.  There were a few who tried to skim by with very vague responses, I gave them written feedback and asked they resubmit their responses.  Based on their new responses, I expect those few will give their best effort first time around next time given this prompt. 
Were you confident and excited about using the FACT?   I felt it was a good opporutnity to have students share their learning in writing.  I was not as excited about the FACT until after I actually started reading their responses…
How did use of the FACT affect the student-to-student or student-teacher dynamic?  Student to teacher – I felt they were honest in their responses – and most were insightful – I was encouraged to use this FACT again because it allowed me to see into their thinking.
Was the information gained from the FACT useful to youYes,  however, I don’t think I will change my approach to the lesson in the future – students were able to adjust their thinking because of the lesson format.  The FACT let me see this as a successful sequence – what a good formative assessment strategy should do!
Would you have gotten the same information without using the FACT?  I’m not sure I would have given students the opportunity to reflect had I not used the FACT.
What added value did the FACT bring to teaching and learning? Based on student responses – I believe most appreciated having the opportunity to think about their learning – it “tied up loose ends” for them in the end.
Did using the FACT cause you to do something differently or think differently about teaching and learning?   It made me realize I’ve failed to provide students with good opportunities to refelct on their learning between lessons / practice and before “official assessment” occurs.  This is something I plan to implement more for my students!  It was quick, little/no prep and offered me the chance to really see what students thought about their learning.
Would you use this FACT again?  Yes.
Are there modifications you could make to this FACT to improve its usefulness?   I believe next time I will plan more time for students to share out their responses – maybe within a pair-share then as a whole class, possibly using the ‘Around the Clock’ appointment cards idea from Global Math Department.

Using Data from FACTs

Most students realized that AAA could only guarantee similarity amond the triangles.  There were several misunderstandings about HL I was not aware of until after I read student reflections.  I will be more puposeful in defining the included parts in the various combos, for example I shared examples with students and asked how AAS and ASA are alike / different because this was one that a few still had struggle with.  During this discussion / sharing – it was obvious some a-ha! moments occurred.

Battleships and Mines


Battleships and Mines

I cannot remember the exact place I aquired this activity – I’m thinking its CORD related from years back.

Students create a 20 x 20 Quadrant I coordinate system using string and the tiles on the floor.

In small groups, they are given their shipping lane equation and 3 enemy lane equations.  When each system is solved, they place a “mine” on the coordinate solution.  When all groups have plotted their mines, we graph the enemy lanes – using 2 points from the line.

Happy to say all groups earned at least 3’s on the completion of their task.  It was simple implement, a quick review and students said it was fun.

It was an opportunity for students to share different methods for solving systems, ranging from putting in slope-intercept form and using graphing calculator, substitution and elimination – they verified their work by comparing with others within the group.  The group had to come to concensus on where to place the mine (solution).  Conversations were great – when there was a disagreement, I observed them looking for mistakes, explaining to their teammate how to correct.  Almost everyone was fully engaged in the activity

Self-assessment was simple – if it wasn’t a direct hit, the group needed to revisit their work.  During our debriefing, group mistakes ranged from a simple mis-plot on the grid; using the y-coordinate for the x when finding the second coordinate; simple arithmetic – forgot to divide by the coefficient;  The groups who had to revisit their work – were able to explain how to correct their work.

Scoring Guide:

4 – All 3 systems are solved correctly, mines are plotted correctly, to result in direct hits.

3 – All systems are solved correctly, but a misplot results in an almost hit.

2 – one of the systems contains errors in solution.

1 – 2 of the systems contain errors in solution.



Time to Think


As I read a blog tweeted by @bjnichols this morning – Holly Green shared how thought bubbles often show “our deeply held beliefs and assumptions – determine how and what we perceived and guide how we think and act.  They can limit our ability to achieve results.”  So often in education, we are set in our ways and refuse to hear others’ ideas / opinions that could refresh our way of thinking.

I went on to read another post she hade made Slow Down, So You Can Go Fast.  Though she’s writing from a business perspective – this truly fits what many educators have experienced/chosen for the their own classrooms. 

Doing some “fall-cleaning” at home this week, I ran across a small set of lessons which caused me to pause.  I guess I had kept them because of the feedback received from my first principal, Ms. Jenkins.  The thing I appreciated about her – she always pushed you  beyond what you thought you were capable of doing.  She didn’t tell you how to improve, she caused you to reflect on your own practices. 

This particular set of activities were presented as part of my PGP for the area of student self-assessment.  I’m sure the idea had come from an NCTM resource since we didn’t have internet in the school at that point in time.  One lesson was for a General Math class, we were adding fractions.  The directions read that once students completed the problem, they used a fraction wheel to verify their answers.  Another was a quiz on solving equations which required students to verify their solutions, and space to re-work any that were incorrect – no grading required for me.  A final activity asked students to reflect and write about their learning.

In my first years of teaching I took time for student self-assessment, I required students to “check” their own work and I incorporated writing into my lessons.  So why is this an area I am focused on improving so many years later? 

This past summer, I shared a presentation with my school district to begin a conversation about SBG.  In it I shared shared how by covering content for the external accountability – we have created an imbalanced system – skewed toward
summative assessments…we have become instructionally insensitive.  (Lederman & Burnstein, 2006, Popham 2003, 2008)

When we cover content:

  • ›Intentional scaffolding which leads up to the big ideas are reduced to a checklist of what we need to cover for the test.
  • ›Quality activities that develop student thinking “take too much time” and we eliminate them – by telling students how we want them to answer the questions.
  • ›Forfeit time to use the power of corrective, descriptive feedback which alters instruction and promotes learning, allowing students to make connections and see the why. 

I shared these things not being judgemental of what others were doing/not doing – but this was a trap I had fallen in to myself.  Somehow I quit thinking about what I was teaching.  Yes, I’m sorry to say – I started “filling-out” lesson plans just to fulfil a duty.  I was making a list and checking it twice, then moving on.    I relied on the examples in a text to guide my classroom – I had traded the “time consuming” activities that really allowed in-depth student thought for covering the content. 

In order to move students forward, I must focus on what’s most important – develop / find the tasks that allow students to really “get-it.”  I have to give them feedback – either written or verbal – yes, that takes time.  

I like the Frank Noschese’s idea of giving students the chance to check their own quizzes and give themselves feedback.  This makes me more of quality control – I can view their comments – verify or comment myself.  Students writing their own feedback requires immediate reflection of their own work.   I am able to get an even better view of their thinking. 

At KCTM last weekend, Jana Bryant (Daviess Co. HS) shared an activity she called “Math Hospital.”  She collected student samples with errors and compiled a worksheet – students were asked to “diagnose” what was wrong with the problems and make suggestions to the students. 

This idea is also supported in some PD I am taking part in as part of the Kentucky Leadership Network using lessons from the Mathematics Assessment Project.  Students are given student samples and asked questions such as “Why do you think Alex chose this?  What suggestions would you make to Bill?  What information did Carl not consider?”  These lessons provide suggestions for reflections on others’ work – that will hopefully transfer to student reflection on their own work. 

I realize some educators feel these lessons are too “scripted” however, I believe like we model thinking for students, these lessons model thinking for educators who have fallen into the “no-thinking zone.”  Participating in the PD provided and implementing the lessons and reflecting will help me begin developing my own lessons.

Providing students time to think about their thinking is valuable.  Slowing down for these opportunities will proove valuable in allowing us to ‘go faster’ in future lessons.  This is the essence of Standards Based Grading – taking the time for feedback and reflection.   When I give students the chance to determine their own areas for growth, they are more likely to “buy-in” to the assignments / practice I provide for them to develop.

Slow down…take time to think…so we can go faster…