The document discusses questions for a K-4 math coach around assessing student understanding, documenting learning, providing learning opportunities, and using assessment data to inform future instruction. It suggests using anecdotal notes, Bloom's taxonomy questions, open-ended thinking, and rubrics to assess and document learning, as well as considering the learning environment, strategies, and resources used to promote outcomes. The coach is encouraged to analyze assessment data to determine effectiveness, next instructional steps, address gaps, and extend learning.
2. What will the children do to know that the
learning has occurred?
What should children do to demonstrate the
understanding of the mathematical concepts,
skills, and big ideas?
What assessment tools will be the most
suitable to provide evidence of student
understanding?
How can I document the children’s learning?
3. Anecdotal Notes
and Observations
Prepared Bloom’s
Taxonomy
Questions
Opportunity for
Open- Ended
Thinking and
Discussion
3 Point Rubric for:
of and as learning
4. What learning opportunities and experiences
should I provide to promote the learning
outcomes?
What will the learning environment look like?
What strategies do children use to access
prior knowledge and continually
communicate and represent understanding?
What teaching strategies and resources will I
use?
5.
6. What conclusions can be made from
assessment information?
How effective have instructional strategies
been?
What are the next steps for instruction?
How will the gaps in the development of
understanding be addressed?
How will the children extend their learning?
Editor's Notes
Show teachers some of the tools that I have prepared for the lesson.
