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Please sit in grade level groups

Please sit in grade level groups. Overview. Comments about midterm course comments Practice making assertions about children’s mathematical proficiency (re-view Sami video) Work in grade level groups to discuss children’s performance in your interviews

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Please sit in grade level groups

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  1. Please sit in grade level groups

  2. Overview • Comments about midterm course comments • Practice making assertions about children’s mathematical proficiency (re-view Sami video) • Work in grade level groups to discuss children’s performance in your interviews • Michigan Grade Level Content Expectations (GLCEs) • Share tentative generalizations about children of particular ages • (if time) Discuss last week’s assignment • Wrap up

  3. Comments about Midterm Course Comments • Plusses and minuses • Working with manipulatives in class • Readings • What you have learned

  4. Making Assertions • Examine evidence repeatedly and look for patterns, seek examples that help you know about the student’s mathematical proficiency • Look for conflicting or other evidence that might lead you to modify your impression • Formulate clear, detailed statement about something about the child’s understanding, skill, strategies, reasoning, dispositions • Back up claim with specific examples to substantiate the claim and describe students in professional terms

  5. View Sami Video Analyze Sami’s mathematical proficiency with regard to number, counting, size, …

  6. Grade Level Groups • Take turns (divide time equally) • Describe session with student, questions used • Share one assertion and evidence; get help, revise • Develop short list of patterns or variability among students at this level

  7. Grade Level Content Expectations(GLCEs) • Strands: • Number & operations • Algebra • Measurement • Geometry • Data & probability • Categories (for number & operation strand): • Meaning, notation, place value, and comparisons (ME) • Number relationships and meaning of operations (MR) • Fluency with operations and estimation (FL) • http://www.michigan.gov/mde/0,1607,7-140-28753_33232---,00.html

  8. Three Common Student Errors 1 2 3 • What is the error? • What produces this error, and what does that show about the student’s understanding?

  9. Wrap Up • Email assertion sketch (if you haven’t already) • Assignments • Schedule lesson and audio taping while circulating • Write memo to CT (re: student thinking interview) • Complete professional practice piece for end-of-class check; bring artifacts & copies of write up next week • Reading

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