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During my lessons for any unit, following is an example of a unit on division and multiplication, I will have administered a pre-assessment and given the students a rubric to help them grade themselves and set personal goals, this will provide me the chance to interact meaningfully with the students.
As stated, the main opportunity to interact with students meaningfully will be about progress on their personal goals involves using the pre-assessment rubric that the students used when analyzing their results of the pre-test on division and multiplication. On this rubric they identified their own problem areas within division and multiplication and set goals regarding how they wanted their skills to progress. I will take their rubrics and give them to them one by one during the ‘You do’ phase of the explicit teaching model mentioned in my previous blog posts. When I see that they are completing a math problem I will guide the student to the rubric and ask them where they would classify themselves on the rubric. If they have been scaffolded correctly, which I believe that they will have been, then they will be able to see their problem areas being addressed through their application of the skills they've been taught for division and multiplication. They will have a physical representation of their progress by being able to see that they have progressed in regard to their previous rubric self-assessment. If they are still struggling or are on the same problem area that they were during the pretest I will coach them and give independent instruction on how to raise their level to ‘Mastered’. This interaction is meaningful in the fact that it has depth. I am coaching the students to mastery through the rubric and the meaningful interaction.
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