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The "show me" assessment is something that I personally use every day in math. My students have individual white boards to do the problems on, and I can watch and see them work through them. I knew this was a form of formative assessment, but it is nice to read more about it to solidify that what I'm doing in my classroom has research behind it.

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The AHA moment I had while reading this chapter was all of the different ways and resources in order to facilitate the show me assessment. Specifically the Explain Everything whiteboard app. I am interested in knowing more about this to possibly use in my class.

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In my 4th grade class we are currently moving away from addition and subtraction and going into multiplication and division. Specifically how the two relate to each other. I would like to use the show me assessment using not only their white boards, but the different manipulatives that I have to really see my students working through the problem. Hopefully they will be able to talk me through their process of what their multiplication strategies are in their learning.

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Likewise to Emily, I feel like I use Show Me in my daily math lessons. It becomes out of habit to have a student show their work and explain their reasoning and thought process. I like in the book, on the first page of the chapter, when the author says, "Show Me is interactive in that its use can provide an indication as to the extent to which what has been taught has been learned." I thought that was so true. I can see the extend of what the students are understanding throughout their Show Me process. I feel like Show Me takes away just looking for a right/wrong answer, but engages the teacher and the class in their thought process spoked out loud.

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My AHA moment came when reading the real life examples, and seeing how the 5th grade teacher used Show Me in their small group setting. Taking a look at the QR codes opened my eyes to see the student work as well. Another AHA moment I had was towards the end of the chapter in Summing Up. It made me think about just how much more effective my students Show Me's could be if I thought about them ahead of time. I naturally just have the students show me their work, but I think it would be a good idea to add a pause in my lesson plans to include what I'd want or hope to see from student work!

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In my 3rd grade class, we are currently working on 2 digit and 3 digit addition problems. A lot of my Show Me's have been during my small and whole groups using whiteboards. We are moving into 2 and 3 digit money addition problems. I would love to see them more hands on with the manipulatives, especially since it's more applicable to their everyday lives. I'd like to use Show Me in a small group, and represent the observation using a table similar to Figure 3.2 in Chapter 3.

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Response to Cydney- I agree with planning out the Show Me part of the lesson instead of it just coming naturally. Sometimes the lesson may end and you could think, oh I wish I would have seen them do this. Planning it out would avoid things like that.

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Response to Cydney- I like what you are deciding to do for your Show Me assessment. I think a small group would be very beneficial for the concept that you are covering. Giving them those options of manipulatives will be helpful as well.

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My AHA! moment was when they mentioned keeping the recordings or photos of the show me as evidence of growth. I initially thought it was just an observed task to demonstrate what a student knows, but keeping their Show me work and comparing would be great for parent conferences!

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Cydney - The real life examples really helped me, too. I liked that they used actual photos of the fraction strips because it made it more concrete for me. You also mentioned planning ahead - I thought about the example where the middle school teacher used Show Me as a planned challenge instead of having to plan an entirely different lesson.

Emily - I highlighted all the uses of Show Me in the book, I also was surprised at all the ways it could be used, like demonstrating procedures, using certain tools, describe how they solved and for planning.

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I absolutely agree Cydney, instead of just looking for a right or wrong answer, the goal is to see deeper into the students understanding and can help correct any misconceptions. I have used white boards in the past but our school does have 1:1 iPads, so I'd like to explore some of the options there. I had planned to use them last week for interviews but decided to just record on the iPad and have students use paper and pencil last minute! My goal will be to be more brave this week and use the technology.

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I teach art, so I will be taking a small group of 1st graders at the end of the day during my prep for the Show Me activity. One challenge is that it is a short week due to MEA and I am out on Wednesday! I am hoping to use Explain Everything but the students are very familiar with using SeeSaw too. I will meet with my colleague and discuss what would be best to cover, which maybe just review on patterns this week.

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I use the Show me a lot in my classroom as well. Almost every day I do a review in math and the white board responses and having the students show me on them makes it easier for me to see their thinking and understanding. I enjoyed reading about it this week and finding out other ways of bettering myself into doing it.

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We also have 1:1 for chrome books in our school, I would also like to find out some way of doing a check up on there. I use math apps like Splash math and Xtra math that allows the students to get extra practice, but its hard to see their thinking.

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My AHA moment was the planning of pictures or videos of my lessons and interviews to look back and see what I could do different for the next time or how I can better myself. I like thinking and being able to watch responses, because more than likely I missed something the first time through, so being able to go back and observe what happened, will probably help me better my instruction and help many more students at the same time.

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In my 4th grade class, I hardly focus on adding or subtracting anymore, but the biggest problem is jumping right into multiplying and dividing. I want to be able to figure out how I can make these multiplication facts so much easier for them. I like to play certain games with them to practice their facts. But I would like to try something that is proven to be more effective. Any ideas are helpful!

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In my 4th grade class

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I love having a visual so I completely agree! I need something in front of me to help myself learn. If I can't see it, I will not be able to focus on anything. Something that I struggled with when I was in grade school, and something that these kiddos struggle with today!

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I would like to be more understanding and useful with SeeSaw as well. It's a very good idea!