One to One Correspondance: Representational Level

More Teaching Plans on this topic: Concrete

PHASE 3: Evaluation

Monitor/Chart Performance

Purpose: to provide you with continuous data for evaluating student learning and whether your instruction is effective. It also provides students a way to visualize their learning/progress.

Materials:

Teacher -

• Goal sheet/chart
• Planned verbal prompts for task completion

Student -

• Appropriate response sheet

Description:

Steps for Conducting Continuous Monitoring and Charting of Student Performance:

1) Choose whether students should be evaluated at the receptive/recognition level, the expressive level, or both.

2) Choose an appropriate criteria to indicate mastery.

3) Provide appropriate number of prompts in an appropriate format so students can respond.

Suggestions:

Receptive/recognition level:

• Student can correctly recognize groups that are matched and groups that are not matched.

Expressive level:

• Given two groups of items, students can create matching groups showing one-to-one correspondence.

4) Provide students with materials to complete each task

Receptive level: cards that show groups that are matched one to one and groups that are not matched- have students verbally say if card shows matched or not matched or have students sort cards in appropriate bin.

Expressive level: have a group of stamps and box of crayons. Give a sheet of paper or card that has two columns. Direct students to make a group of stamps on one side and then make a matching group of dots in the other column. Or give students a card that has a group of stamps in one column and direct them to make a corresponding group in the other column.

*To evaluate the whole class, give each child sheets of paper. Show a group of drawings on the board and have the children draw a matched group.

5) Provide directions on how to complete each task. (Tasks can be done at different times).

6) Conduct evaluation. Provide 8-10 trials on each task.

7) Count corrects and incorrects (# or trials) for each task.

8) You and the student plot their responses on a suitable chart. Children will enjoy seeing their progress plotted using smiley faces, checks, stickers, etc. Use one color and symbol/sticker for expressive task trials and a different color and symbol/sticker for receptive task trials. A goal line that represents proficiency should be visible on each student’s chart. For representational level of understanding, this should be 100% accuracy on 8-10 trials for two to three consecutive days.

9) Talk with children about their progress as it relates to the goal line and their previous performance. Prompt them to self evaluate (Did you cross out the tallies you made for the first group each time you added an item from the second group? Did you count to see if your groups had the same number of items?)

10) Determine whether you will need to alter or modify your instruction based on student performance.

Assessment

Flexible Math Interview

Purpose: to provide you with additional diagnostic information in order to check student understanding and plan and/or modify instruction accordingly.

Materials:

• Group of representations, drawing paper, crayons, markers.

Description:

Give student a drawing or picture card that shows a group of items. Ask him/her to think aloud as he/she draws a group that will match the given group one to one.

The teacher should note errors or misconceptions while the student is “teaching”, but the teacher should not stop the student for correction purposes. By having the student complete the entire explanation, the teacher will gain a better understanding of the student’s thinking. The teacher confers with students regarding specific errors or misconceptions afterwards.