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1. How can we make this shift across the grade levels...I feel like our elementary schools are working toward flexible thinkers. How do we make changes as they move from elementary toward middle/high school so they still make the most growth they can?
2.How will I know when I am correctly administering the assessment?

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I learned the difference between discrete and interval

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I learned the difference between discrete and interval

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Curious about story problems and when/how they should be used (pg 94 in purple book)

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1. I learned the (hopefully) scaffolded process students must undertake before they can be considered true 'mathematical thinkers' able to tackle a range of math problems/challenges. I learned about administering a meaningful math assessment. 2. I still wonder how teachers can/will further challenge students once they have already reached construct 5, particularly if they have done so at an early age.  And how can a progress monitoring tool be used district-wide?

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1. I learned the (hopefully) scaffolded process students must undertake before they can be considered true 'mathematical thinkers' able to tackle a range of math problems/challenges. I learned about administering a meaningful math assessment. 2. I still wonder how teachers can/will further challenge students once they have already reached construct 5, particularly if they have done so at an early age.  And how can a progress monitoring tool be used district-wide?

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I learned about the progression of Constructs within AVMR. Also, my I learned a new way kids approach subtraction; discrete counting.  QUESTIONS: 1-  How often should these assessments be administered as a progress monitoring tool?  2- What is the maximum age/grade these assessments can be used? 

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I learned about the progression of Constructs within AVMR. Also, my I learned a new way kids approach subtraction; discrete counting.  QUESTIONS: 1-  How often should these assessments be administered as a progress monitoring tool?  2- What is the maximum age/grade these assessments can be used? 

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1. I learned that telling kids they should know their facts well enough to to be able to do it in their head instead of counting their fingers or using the number line won't work until they realize for themselves their are other ways to do it.

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1. I learned that telling kids they should know their facts well enough to to be able to do it in their head instead of counting their fingers or using the number line won't work until they realize for themselves their are other ways to do it.

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2.  I learned how kids develop their number sense - and the order in which their thinking proceeds.
3. Once we have this assessment data, and know the stage where a child is, how to we help them move along to the next stage? specific instructional techniques or activities
4. What does the whole class screener look like?

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My eyes were opened to the importance of implementing these experiences early for students. The idea of math anxiety is real...I am excited to learn more about AVMR so that I can provide opportunities for students to think on their own but also see success and build confidence.

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My eyes were opened to the importance of implementing these experiences early for students. The idea of math anxiety is real...I am excited to learn more about AVMR so that I can provide opportunities for students to think on their own but also see success and build confidence.

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1. I learned more concretely the developmental stages of addition and subtraction. 

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1. I learned more concretely the developmental stages of addition and subtraction. 

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2. I learned the difference between discrete vs interval.

Questions: What do we do for kids in high school that are still at a level 3? How does this affect our day to day teaching? What can we do in whole group to move kids?

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1. I learned about the difference between interval counting and discrete counting. In the past for counting on or counting back, I wouldn't have understood the thinking of a student who used discrete counting for counting back.
2. I also learned about the constructs. I've been frustrated with how I keep teaching and reteaching the same concepts with students - but I am coming to realize that the issue is more related to the fact that they are at a lower construct and need to move forward in their understandings so they can construct their learning at a higher level.

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I learned about the different constructs of AVMR and how they each include unitary and composite strategies.

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I learned about the different constructs of AVMR and how they each include unitary and composite strategies.

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I also learned that the goal of the assessment of AVMR is to learn about the child's current thinking and understanding. When we know were our students are at we can help them move forward.

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Two things I learned 3/6/17:1) Teaching students to memorize fact families is incorrect, route memorization is not beneficial to students in a growth mindset. 2) Strategies  such as the "snowboard" method I use to help students with finding common factors for uncommon denominators is not good pedagogy. Two Questions I have:1) Do you think data collected from previous AVMR screeners and or diagnostic's should be recorded in Alpine? (I do)!2) How much time is "sufficient time"?

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Two things I learned 3/6/17:1) Teaching students to memorize fact families is incorrect, route memorization is not beneficial to students in a growth mindset. 2) Strategies  such as the "snowboard" method I use to help students with finding common factors for uncommon denominators is not good pedagogy. Two Questions I have:1) Do you think data collected from previous AVMR screeners and or diagnostic's should be recorded in Alpine? (I do)!2) How much time is "sufficient time"?

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-Michelle Morrison
BCES: 5th Grade

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Learned:                                 

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Learned:                                 

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1. Learning what the different constructs are and what each student are able to do at each level.
2. Even thought students maybe performing at grade level they may not have that deeper level of understanding.

Questions:
1. Can students moves easily between discrete vs. interval? Or do they have to stay in one?
2. Are there students no matter how many experiences we provide them will move from the unitary to composite?

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I learned about the different constructs and how to identify where students fall.
I'm wondering about how to differentiate instruction in a whole class or large group when they are all at different levels and learning the content in different ways?

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Things I have learned:
1. Learned how to classify children into different constructs based on what they are able to do.

2. We want to get students in to the composite area where they are able to use multiple strategies to solve addition and subtraction problems and describe their thinking.

Questions I still have:
1. How often should be be screening students that are in the RTI process?

2. After games and additional instruction, how long does it take a typical child to move through the construct flow chart for a given topic?

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1. I enjoyed learning the differences in the constructs and then thinking about where my students are currently at.

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1. I enjoyed learning the differences in the constructs and then thinking about where my students are currently at.

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2. I learned the differences between unitary learners and composite learners.

1. Now that I have begun thinking about how to assess where my students are at, I now wonder how to meet their exact needs with instruction.

2. My teaching partner and I have been playing lots of games with our students (he took the course in the fall), but I want to know specific games I should be playing according to where I assessed my students at. How do I differentiate so that all students are making progress and not just getting review as you mentioned yesterday.