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Self-Eval Part 2

The document is a self-evaluation by a student of their knowledge of various skills and concepts related to teaching mathematics. They indicate being most familiar with the stages of backward design, national and state learning standards, formative and summative assessment methods, and the five strands of mathematical proficiency. They feel they could figure out the developmental learning progressions and three-phase lesson format if given context. They have only seen or heard of differentiation of instruction.

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86 views

Self-Eval Part 2

The document is a self-evaluation by a student of their knowledge of various skills and concepts related to teaching mathematics. They indicate being most familiar with the stages of backward design, national and state learning standards, formative and summative assessment methods, and the five strands of mathematical proficiency. They feel they could figure out the developmental learning progressions and three-phase lesson format if given context. They have only seen or heard of differentiation of instruction.

Uploaded by

api-271045774
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Survey

of Knowledge and Skills


Course Learning Objectives Self-Evaluation, Part 2


Directions: Assess your current knowledge and skills. You can check more than one box as long as you
explain your response.

I know/can
do this with
ease and
could teach it
to someone
else.

I know/can
do this with
ease but I
might not be
able to
explain it.

In context, I
could figure
this out
because I
remember
learning this
before.

Ive seen or
heard of this
but dont
remember
anything
about it.

Ive never
seen or
heard of
this.

The three stages of backward design


for unit and lesson planning

National and state learning goals for


mathematical content and
practices/processes (e.g., NCTM
Content and Process Standards,
Common Core State Standards,
Virginia Standards of Learning)
The developmental learning
progressions for mathematical
content and practices (within
Number and Operations and
Algebra), including the progression
of strategies, the big ideas involved,
and the mathematical
representations/tools that emerge.
Methods of formative and
summative assessment as feedback
for teaching

The three-phase lesson format for


developmentally appropriate,
student-centered mathematics
lessons, including the teacher
actions for each phase
The five practices for orchestrating
productive mathematical discussions

A continuum of developmentally
appropriate, student-centered
teaching strategies
The five strands of mathematical
proficiency
Methods of differentiating
instruction to address students
learning strengths and needs

I know:

I know/can do
this with ease
and could
teach it to
someone else.

I know/can do
this with ease
but I might
not be able to
explain it.

In context, I
could figure
this out
because I
remember
learning this
before.

Ive seen or
heard of this
but dont
remember
anything about
it.

Ive never
seen or
heard of
this.

Use backwards design for lesson and


unit plans

Identify and explain the most important


concepts, knowledge, and skills for the
mathematical content within Number
and Operations and Algebra
Identify and describe significant
mathematical practices/processes

Apply the developmental learning


progressions for mathematical content
and processes/practices to plan, instruct,
and assess for feedback
Select and analyze formative
assessments that are aligned with
learning goals to evaluate the impact of
teaching on student learning
Select tasks, anticipate student
strategies, and differentiate tasks aligned
with learning objectives and
developmental learning progressions
Plan developmentally appropriate,
student-centered mathematics lessons
using the three-phase lesson format and
the five practices for orchestrating
productive mathematical discussions
Identify, apply, and evaluate a continuum
of teaching strategies based on learning
goals and impact on student learning

Create a variety of learning experiences


suited to a diverse group of students by
modifying content, process, and/or
product in terms or readiness and
interest
Support the development of students
mathematical thinking through
partnerships among school, family, and
community supports

I am able to:

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