#PBLmathEd #preservice #secondary #mathematics
PBL Cycle 1 Day 3 possibly melting brains!
Such great thinking about the mathematical language teachers use for formative assessment,
a) what they write in an assessment rubric or say to students to help students
improve, and b) what it is mathematically they are looking for in student work –
the mathematical knowledge, skills, concepts, abilities, and performance. The
difference between teacher action for assessing and formative feedback for the
purpose of improving student performance and teachers’ marking and evaluating
student achievement is a big conceptual wall to negotiate. Caught up in this
thinking is appreciating formative feedback will occur over a period of days
and feedback loops, where marking and evaluation is a ‘one-time’ deal.
Sometimes conversation circled like
sharks around the prize, and other times it felt like circling a drain – but in
either situation, professional collaborative discussion pulled them towards a
solution that worked for everyone!
The teachers’ professional literacy is
definitely being challenged and improved as the preservice teachers participate
in a collective teacher discourse: they learn teacher practice from each other
as well as learn teacher discourse from each other. Some terms get mixed up,
and definitions need to be clarified, and sometimes misinterpretations arise, …
and the level of professionalism in the discourse is outstanding!
Sample student work on the task is being
tested against their rubrics :-), I wonder what they will find?
