In problem-based mathematics, students build their understanding of a concept for several lessons, so it is essential that teachers leverage formative assessments to see what is and isn’t making sense to students. Each lesson includes a “cool-down” and guidance on whether or not teachers should “press pause” if cool-downs from a given lesson reveal that students have not yet mastered a concept or skill. In this 2-hour virtual workshop, teachers will explore efficient and effective systems for collecting, interpreting, and reacting to cool-down data within the context of the learning progression of a unit.
I leverage the curriculum’s problem-based structures in Kiddom to plan meaningful learning experiences for my students.