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Task 4 requires you to describe a learning segment and select a formative assessment based on a specific central focus or mathematics topic, prior to teaching your re-engagement lesson.

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Choose a central focus that the students haven't mastered yet

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identity a specific mathematical focus area where students struggled

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Look for consistencies in student errors

(e.g., the same types of mistakes being made)

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Analyze the data to teach your re-engagement to the three focus students to teach teach the same skill

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two types of patterns that you should look for: qualitative patterns and quantitative patterns

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patterns (consistencies) in the number of similar correct responses or errors across or within student assessments

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Must show the work of individual student work samples that measure conceptual, reasoning and procedural fluency

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Teach the whole group and analyze the data

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Need 2 assessments: one for whole group and one for small group

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describe the specific understandings and/or misunderstandings of a mathematical skill or concept, partial understandings, and/or attempts at solution that underlie the quantitative patterns

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No lesson plan, just a segment overview. Found on page 58 in task 4 handbook

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When discussing patterns of learning across the whole class, be sure to provide specific, concrete examples to support your assertions.

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1. identify a specific need (struggle, misconception, and/or misunderstanding) that the whole class or a group of students have

2. Select three student work samples that provide evidence of this specific struggle

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Teach the same skill to all three focus students

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After re-engagement, analyze what they struggled in and their math understanding

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look at the students’ work both for evidence of what they have learned and understand and evidence of any mathematical errors, confusions, and partial understandings in relation to the central focus

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1. specifically looking at evidence of their struggle

2.  explain how their struggle is related to mathematical understanding

ex:

1. look at work samples to see what the students’ errors tell you about their understanding of regrouping

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Use a different approach when re-engaging

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Must re-engage in the areas that they struggled in from your analysis

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Question 3 in commentary prompt, answer 3a-b

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Talk about what did you learn form the re-engagement. Did they struggle more? Did they understand more?

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Talk about what did you learn form the re-engagement

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Include a copy of the assessment

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Compare what they did the first time to their second sample. What did they did they differently/better?

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Graphic or narrative that summarizes performance

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3 student work samples

3 work samples from the same students from the re- engagement lesson

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Specific evidence from student work to support your evaluation of the re- engagement lesson

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Significant content inaccuracies in your analysis

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Targeted learning objective/goal for the re-engagement lesson is not aligned with the identified area of struggle

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Citation of evidence of student learning is not aligned with the student work samples

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Re-teaching, without any changes, the original lesson as your re- engagement lesson