This course is an online and face-to-face blended course is part of a series on multi-level strategies for the math classroom for adult education instructors at all levels. This course is designed to improve your ability to analyze and provide productive feedback on students' work in mathematics. Recent studies have shown that detailed task-specific comments on student work can activate interest in a task (Cimpian et al., 2007) and result in better performance (Lipnevich & Smith, 2008). In addition, clear feedback on tasks helps students develop a growth mindset pathway that enables them to learn at higher levels (Boaler, Mathematical Mindsets, p. 144).
In this course, we will look at both student videos and student written work, with a stronger emphasis on the latter. You are encouraged to collect and bring examples of student work from your own classes to the face-to-face session.
This professional development activity/course is designed for:
- All teachers involved in adult numeracy instruction
- Instructors at all levels of math comfort are encouraged to enroll
In this course, you will improve your ability to give productive feedback and make instructional decisions based on what students are generating in class.
The course involves one online module (October 24-31) and one half-day, face-to-face session (November 1, 9:00 a.m.–1:00 p.m.) at Quinsigamond Community College. The online module should take approximately 3 hours to complete. Participation in the online module involves reading assigned materials, participating in an online discussion, and preparing an analysis to bring to the face-to-face session.
You do not need to currently teach a math class to fully participate in this course.
This is a 7-hour course. To receive a certificate of completion, participants must complete the online module and attend the face-to-face-session. For more information, please contact Sherry Soares (firstname.lastname@example.org).
Upon completion of this professional development activity/course, you will be able to:
- Identify mathematical knowledge for teaching, and practices that can deepen it
- Use the DEN (Describe-Evaluate-Next Steps) process to structure your use of student work as formative assessment
- Provide constructive written feedback on student work
- Make instructional decisions based on class sets of student work