Progress monitoring tools to make learning visible – corwin connect secondary level education india

As educators, we spend each day talking with our students, asking questions, listening to their responses, observing their work, and giving feedback. level 4 uk education At the end of more than seven hours of interactions with 24 students, I have made countless mental notes: Nivek knows letter sounds and corresponding cue words but does not blend sounds together yet; Lyric can name the number that comes after but not the number that comes before. These interactions help to make my students’ learning visible to me and to themselves in the moment. But visible learning is more.

This is where we often struggle. I made these observations – now what? How do I keep track of my mental notes? How do I intentionally use these noticings to make instructional decisions for tomorrow (Jacobs et al., 2010)? In other words, how do I monitor my students’ progress?

The answer: effective and efficient documentation.

When there are so many things to notice throughout each learner’s school day, we need to decide what to look for and what to write down before the day even begins. countries education level By creating expectations for your observations and conferences in advance of teaching, it is easier to identify where students are along the learning path to mastering learning intentions and, therefore, to identify opportunities to adjust and differentiate instruction.

First, narrow your focus by setting learning intentions and success criteria. (For more specifics on how to set effective learning intentions and success criteria see Teaching Mathematics in the Visible Learning Classroom Grade-Level Series.) Then, anticipate student strategies and reasoning by doing the math task yourself (Smith & Stein, 2011). Solve the problem or play the game using multiple strategies and consider multiple levels of representation that students may use: concrete, representational or pictorial, and abstract (Berry & Thunder, 2017). highest level of education in progress Finally, use your anticipated strategies and reasoning to decide which of these to look for that also align with your learning intentions and success criteria. 2. Create Monitoring Charts

After using an open chart to document your conferences and observations for one to two weeks, refine your chart so that it fits your formative assessment needs. There are many options for the format and content of monitoring charts. secondary level education philippines A truly effective monitoring chart is based on your planning. You can include other notes to yourself, making your chart a cheat sheet for effective teaching, such as: learning intentions, success criteria, materials students may use, anticipated strategies, anticipated misconceptions, significant vocabulary, and planned teacher questions. Most importantly, find one that works for you.

This is an example of a refined open chart. This teacher wanted to use her monitoring chart to 1) keep track of which task each student chose to work on from multiple choices and 2) to remind herself of her plans for learning intentions or success criteria and teacher questions:

You can also use monitoring charts to hold students accountable to mini-lessons by gradually adding the content of your mini-lessons to your monitoring charts (Moses & Ogden, 2017). This monitoring chart tracks students’ independent implementation of computation strategies from Number Talks (Humphreys & Parker, 2015; Parrish, 2014):