The Secret Power of Pre-Assessments

In the first few days of school in my district, two teachers have already approached me about how they can meet the varied math needs of their students.

I have always found pre-assessments to really inform my instructional decisions.  It gives me a good gauge on what the students already know and where to focus my teaching.  However, last fall I was fortunate enough to attend a conference given by Rick Wormeli, and he helped me to realize that I wasn't using this valuable tool to its fullest potential.  He spoke about how to involve the students - to give the pre-assessment BACK to the students.  Wormeli said that it "puts important content on students' radar to prime the brain for learning".  I had really never thought of that!

When co-teaching with classroom teachers, we have adopted this practice and I am thrilled to report that the impact has been astonishing.

In each class, differentiation decisions were based on student evidence from the pre-assessment.  This student data drove our planning decisions around how to vary learning for students to meet their individual needs.  This was a continuation of our traditional practice.  What was new was how the students used their original mistakes to strengthen their learning.  In a fifth grade class, the students were given back their pre-assessments throughout the unit.  Each time a new concept was taught and practiced, students independently corrected errors relating to that concept on their pre-assessment.  They could instantly reflect on their growth.  In a third grade class, the students were given the pre-assessment back at the end of the unit as a review.  Again, they made corrections with confidence, giggling at the mistakes they had previously made.

What a powerful way to use this tool!  It informs my instruction, enabling me to see who needs additional support and who needs enrichment.  Equally as important, it truly fosters students taking responsibility for their own learning in a reflective manner.

I wish I had discovered this strategy years ago.  Thank you, Rick Wormeli!

What tools do you use to promote reflective learning with your students?  I'd love to hear your ideas. We learn from each other.

Tackling the Summer Slide

Hello and welcome to my blog!

Colleagues, friends, and especially my daughter have inspired me to join the blogging world, sharing my experiences as an elementary math coach.  I am starting my third year as a math coach, working with teachers from five schools in my district.  I love being able to join a variety of grade levels, working collaboratively with classroom teachers and students.  We learn together.  I especially learn from the kids.  It's so rewarding!

In this role, I am constantly learning - different grade levels, adopting curricular changes, keeping up with the latest research.  This blog is another way for me to learn and grow.

As I drove my daughter and her friend to the beach yesterday, I heard a saddening comment from the back seat; "I feel so stupid when I go back to school and have math.  I don't remember how to do things."  In those first few days of school we've all seen the "summer slide" quickly become evident.  The saying, "If you don't use it, you lose it," is ever so true, especially when it comes to math.

So how do we brush out those cob webs and encourage a positive mindset with our new mathematicians?  For me it's all about being positive about math and making the math fun, hands-on, and engaging!  Confidence is built with opportunities for success.

The teacher's positive attitude about math sets the stage.  As students start out, I often hear, "I don't know that" or "I don't remember that."  I quickly respond with "I am still learning to ..."  Once the children start to hear this language, they quickly adopt it.  They want to be successful, and having a growth mind set starts to become the norm.

In the first few days of school, it's helpful to choose tasks and games that are both engaging and cooperative.  It can be as simple as partner math bingo.  I have done this activity using money, time, or a variety of equations. Partners work together using manipulatives and scrap paper.  We all learn from each other, bringing different strengths to the table.  Plus this gives students the opportunity to get to know or to get reacquainted with their peers.

Regardless of the day's math content, I emphasize starting the school year with reflection.  It's a time to build classroom routines.  What better routine than to self-reflect at the end a lesson.  I ask students to finish this sentence:  "Today in math, I learned, discovered, noticed..."  Some times I call on a few students to share; other times they turn and share with their partner.

As you plan for your students-to-be, I'd love to hear about how you promote math success to kick off the school year.

Happy Almost First Day of School!