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Provocations for learning in early years

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Provocations for learning in early years

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Student Check-in's at least once per week

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Student Check-in's at least once per week

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feedback
self assessment
triangulation
to inform evaluation

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based on a learning trajectory with an understanding of how to develop those skills

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based on a learning trajectory with an understanding of how to develop those skills

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safe
mindset
structure

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flexible groups
based on assessment

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appropriate use

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Targeted small group instruction 3-5 times per week 

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Targeted small group instruction 3-5 times per week 

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Based on Number Talks

Based on evidence from student work

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Appropriately Challenging Student Practice daily

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Appropriately Challenging Student Practice daily

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virtual or not

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Students working /talking together, using manipulatives to UNDERSTAND the math

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Students working /talking together, using manipulatives to UNDERSTAND the math

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Strong Consolidation of all low/high tasks

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Strong Consolidation of all low/high tasks

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Proper sequencing of student work

Strong question strategies and connecting of ideas

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to inform next steps

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open tasks
considering questions we ask
consolidation

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Low Floor/High Ceiling Tasks 3-5 times per week 

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Low Floor/High Ceiling Tasks 3-5 times per week 

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Varied problem types

Linked to curriculum

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processes
achievement chart
and everything else!

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number routines

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• Visual models
• Intentionally designed and sequenced
Informed by assessment and student work

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Letting the curriculum be your guide
Know the front matter
Long range planning

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(10 min number sense routine every day)
-2-4 days of learning through problem solving (based on the verbs and manipulatives in the curriculum, includes on going assessment and independent practice)
-1-2 days of check ins (triangulated assessment) and small group guided math/games
-repeat

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Manipulatives to support students in representing their math  thinking

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Manipulatives to support students in representing their math  thinking

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Effective planning for the year.

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Assessment that drives instructional moves

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Assessment that drives instructional moves

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Based on assessment data that tells of student needs

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Use of assessment to guide and inform instruction: diagnostic, embedded formative

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Use of assessment to guide and inform instruction: diagnostic, embedded formative

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-assessment
-number sense routines
-problem solving
-targeted practice

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Guided Small Group Instruction to support those assessed as needing it

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Guided Small Group Instruction to support those assessed as needing it

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- including number talks

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Intentional support around math communication so it can be differentiated to support different needs

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Intentionally chosen problem
Using 5 practices to anticipate etc...
Rich and intentional consolidation as learning

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Prime
Leaps and Bounds
Math tasks

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Using checkins with students to inform instruction, and for flexible groupings

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Using checkins with students to inform instruction, and for flexible groupings