Eduprotocols

Snorkl + MathReps = Powerful Learning Moments

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I’m sure I’ve mentioned Snorkl before, but it’s worth sharing again, especially because MathReps are part of the platform!

If you haven’t explored it yet, Snorkl is an AI-powered feedback tool that provides students with meaningful and personalized responses to their work. Teachers can create their own assignments or choose from Snorkl’s library of ready-to-go activities. These activities span all grade levels and subject areas – from kindergarten through high school – and include math, ELD, science, history, and language arts.

When a student completes an assignment, Snorkl analyzes their work based on the rubric (which it can even create for you!) and provides feedback and a score. It doesn’t provide answers, but instead encourages students to think deeper and revise their work.

A few reasons I ❤️ Snorkl:

  • It’s simple (not loaded with bells and whistles) and intuitive for both teachers and students.
  • Teachers can start from scratch or choose from a library of quality tasks.
  • Feedback can be provided in multiple languages, but teachers always see it in English.
  • Directions and feedback can be read aloud, making them perfect for young learners or multilingual students. (And it doesn’t sound robotic!)

Snorkl in Action: A Classroom Story

Recently, I had the opportunity to visit a 3rd-grade class to help them get started with Snorkl. (Total aside, but the teacher—Erin Daines—is one of the most naturally gifted educators I’ve ever met. I always learn something new in her classroom!)

On the first visit, we started simple with a fun activity from the Snorkl Library: “Introduce yourself and draw a picture of something you like.”

It was a low-stakes way for students to explore some of the whiteboard tools—pen, highlighter, shapes, and lines and get comfortable with the platform. We set it up so they could view and comment on one another’s work, and the engagement was instant. The room was buzzing with creativity and laughter.

When I returned the next week, we took things a step further. We made the next assignment collaborative, which meant students appeared under playful names, such as Zany Zebra or Curious Coyote. This anonymity helped students focus on ideas instead of popularity, something I really appreciate.

We started with a Would You Rather prompt: “Would you rather have a caramel apple or a slice of pumpkin pie?”

Students had to choose one and explain why. One student chose “neither” and explained his reasoning. Snorkl acknowledged his logic but scored it lower and challenged him to pick one, since the task was to make a choice, an excellent learning moment in a safe environment.

Then came the highlight: a 3rd Grade MathReps addition activity in Snorkl!

Students completed the task, then recorded their explanations to show their thinking. We know that when students can explain a process, their understanding deepens. Snorkl provided instant, helpful feedback that supported this reflection.

The best part? When students didn’t earn a 4/4, they wanted to improve. They read or listened to the feedback and tried again: some two or three times! The combination of MathReps and Snorkl fostered perseverance, reflection, and a sense of pride in learning. It was so exciting to witness.

Try MathReps in Snorkl!

Yes, MathReps are live in Snorkl—you’ll find them under the EduProtocols section. Currently, activities are available for grades K–4, with additional 4th-grade content and upper-grade levels forthcoming.

If you’d like to beta test upcoming MathReps in Snorkl, I’d love to have you join in! Just reach out and let me know.

So go ahead—try a MathRep in Snorkl. Let your students explore, explain, and shine.

Experiencing MathReps Success at Cipriani Elementary

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A few weeks ago, I had the absolute pleasure of visiting Cipriani Elementary School in Belmont, California, and let me tell you—it was a fantastic day that filled my heart.

Throughout the day, I was met with warm smiles, welcoming teachers, and the most amazing group of students. I had the opportunity to visit several classrooms ranging from TK through fifth grade, and in each room, I was able to demonstrate MathReps and watch in amazement as students flourished in their math knowledge.

What stood out most to me during these classroom visits was the level of engagement and understanding the students displayed. They were respectful, kind, curious, and so eager to learn. It’s one thing to talk about the power of MathReps—but it’s another thing entirely to see it in action in so many classes.

The Cipriani staff was incredible. Not only were they open and receptive, but they also shared their own tips and tricks for how they modify and adapt MathReps to meet the needs of their students. I was genuinely inspired by the way they’ve made the framework their own. I came to share—but I left having learned so much from them too. That kind of collaborative energy is what makes this work so meaningful.

One of my favorite moments from the day happened in a third-grade classroom. As I was working with the students, one of them looked up at me, wheels turning in their head, and said, “Wait… your name is on the bottom of our MathReps!” The class instantly lit up with excitement. Then they asked, “Did you also make Math Dash Chats?” When I said yes, the energy doubled. That little moment of connection—of realizing that the person who created something they use every day was standing right there with them—was truly special. It reminded me that kids are paying attention, even when we don’t think they are.

Later that afternoon, I led a Math 360 professional development session with the entire staff. Thanks to our friends at Wipebook, we had large Wipebook flip charts to work with, and it made the experience even more interactive and fun. The discussions were rich and reflective, and once again, the Cipriani teachers brought their full selves to the table—asking great questions, sharing insights, and showing a genuine passion for improving math instruction.

Overall, it was such a rewarding, joy-filled day. I left Cipriani Elementary feeling deeply grateful—and even more motivated to continue visiting classrooms across the country to share the love, importance, and power of MathReps.

I am thankful to everyone at Cipriani Elementary for making me feel so welcome.

Let’s (Line) Plot Something

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If you are a 3rd-grade teacher looking to engage students with the concept of line plots, you are not alone. The task of transferring data onto a number line may seem straightforward to adults, but for young learners, it can be quite challenging. The 3.MD.B.4 standard, a supporting cluster in the Common Core Standards, plays a substantial role in reinforcing the understanding of fractions and measurement. This means that as students delve into the world of line plots, they are simultaneously immersing themselves in the intricate connections between fractions on number lines, and measurement. It’s a perfect illustration of how math is both messy and beautiful, all intertwined in a way that connects to the real world.

Putting It All Together

Here is an example of what this integration could look like. This MathRep integrates the fractions on a number line and measurement. The information is collected in the upper left quadrant. Students then fill in the information on the line plot. In the upper right quadrant, they can record their mathematical observations. Much like in the previous blog post, the observations serve as a low-floor, high-ceiling activity—one that all students can access and be successful in.

Teacher Set Up

The MathRep method grants teachers flexibility. Its primary aim is to offer consistent learning experiences for students while minimizing the teacher's preparation workload. When implementing this approach, teachers can start by providing all the necessary data in the upper left quadrant and should ensure variation in the data to allow the line plot to start at different points. For example, if a line plot ranges from 0 to 2, it's beneficial to vary it so that it may start at 5 on one occasion and 9 on another. In 3rd grade, students typically work with whole numbers, halves, and fourths. However, the provided data may not always include fourths, so students should adjust the intervals accordingly. As students become proficient in recording data on a line plot, they can then be tasked with measuring objects, recording the data, and accurately placing it on the line plot. No matter where in the process you find yourself, be sure to encourage students to record all mathematical observations in the upper right quadrant.

Outcomes

The outcomes of this MathRep further build students’ number sense, understanding of fractions, measurement, and data interpretation. It also illustrates how math concepts are interconnected and can be taught together instead of isolated. Another simple yet powerful activity. Have you tried it yet? What are your thoughts?

Mastering Mathematical Language Routine 7: Compare and Connect

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In the previous Mathematical Language Routine (MLR) discussions, we explored a variety of essential skills. MLR 1 focused on enhancing our understanding by revisiting and reinforcing key concepts, making our knowledge “Stronger and Clearer Each Time.” We then moved on to MLR 2, where we delved into the crucial skill of “Collecting and Displaying” data effectively. Building on this foundation, MLR 3 emphasized the importance of “Critiquing, Correcting, and Clarifying” our models and methodologies for optimal results. In MLR 4, we explored the “Information Gap” and how to use this strategy to be thoughtful of the information needed to solve problems. Continuing this journey, MLR 5 introduced the skill of “Co-Crafting Questions and Problems” collaboratively to foster innovative approaches and insights. Finally, in MLR 6, we explored the technique of “Three Reads,” emphasizing the significance of multiple reads in order to enhance student understanding. Let’s now embark on our next MLR discussion, MLR 7 Compare and Connect.

MLR 7: “Compare and Connect,” has the purpose of fostering students’ meta-awareness in their exploration of different mathematical approaches, representations, concepts, examples, and language. Through this MLR, students are encouraged to reflect on and verbally respond to these comparisons. This involves analyzing why certain mathematical actions or statements are done in a particular way, identifying and explaining connections between various mathematical representations or methods, and pondering how one idea relates to others in terms of both concepts and language. To support this learning process, teachers should model their thinking aloud when addressing these questions. This routine allows students to engage in rich mathematical conversations. We will explore two ways in which to accomplish this.

Which one doesn't belong

Getting students to engage in discussions about math, make connections, and consider different perspectives can be quite challenging. I often encounter students who simply say, “It was in my brain” or “My brain told me the answer.” However, by modeling and encouraging metacognitive awareness, students can begin to make connections on their own. One effective routine that focuses on linguistic skills is called ‘Which One Doesn’t Belong‘. This activity can be done in groups, in pairs, or as a whole class. Students are presented with four images, equations, numbers, graphs, or geometric shapes, and they are asked to identify a commonality among three of them and explain their reasoning. The interesting twist is that any combination of three out of the four options can be correct. For example, in the orange example, one could argue that the three triangles go together and the hexagon is the odd one out. Alternatively, one could justify grouping all the white-filled shapes while excluding the shaded shape. This activity is both enjoyable for students and provides the opportunity to hear and consider different viewpoints.

Another interesting activity that aligns well with this MLR is the Math EduProtocol Sous Chef from The EduProtocols Field Guide Math Edition (Chapter 9, page 56). In this activity, students are grouped together to solve a problem using different approaches and then present their work to the class. For instance, if students were given the task of solving 4 x 6 in third grade, one student might use equal groups, another could opt for repeated addition, a third student may create an array, while the last student represents the equation with the area model. Through this activity, students can establish connections with previously learned concepts and broaden their understanding. There are numerous ways to implement Sous Chef, but the central focus remains on fostering connections among ideas and encouraging students to share their thought processes orally.

In conclusion, incorporating this MLR into your math class will greatly benefit your students. It will help them enhance their meta-awareness, make connections between different concepts, and foster a deeper understanding of the subject. While we have explored two approaches to this MLR, there are numerous other equally powerful techniques available. In our next discussion, we will delve into MLR 8: Discussion Supports, which focuses on stimulating rich and meaningful conversations in the classroom.

Mastering Mathematical Language Routine 5: Co-Craft Questions and Problems

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In this ongoing blog series on Mathematical Language Routines (MLRs), we have covered four essential routines so far. Let’s recap their key ideas: MLR 1: “Stronger and Clearer Each Time,” MLR 2: “Collect and Display,” MLR 3: “Critique, Correct, Clarify,” and MLR 4: “Information Gap.” These routines are designed to enhance oral and written communication skills in mathematics. Now, let’s turn our attention to MLR 5: “Co-Craft Questions and Problems,” which offers a unique approach. It encourages students to actively participate in the question and problem-solving process, enabling them to explore mathematical contexts before seeking answers.

In MLR 5, students are given the opportunity to dive deeper into problem-solving by creating, analyzing, and enhancing mathematical questions, problems, and situations. The purpose of this routine is to provide students with a space where they can generate, analyze, and improve their understanding of mathematical concepts, specifically word problems. Through engaging in conversations, students refine their ability to formulate, select, and refine questions, allowing them to develop stronger critical thinking skills. This routine fosters students’ ability to use conversation skills effectively in the process of formulating, selecting, and refining their mathematical questions and problems. By actively participating in these conversations, students take ownership of their learning and become more proficient problem solvers. Curiosity Creator, found in The EduProtocols Field Guide Math Edition, Chapter 18, is one way to practice this routine.

Another excellent routine that can be seamlessly integrated into MLR 5 is the 3-Act Math Task, originally developed by Dan Meyer. This ingenious task involves providing students with minimal information, serving as a catalyst to foster curiosity and encourage them to generate questions that they can later answer with additional information provided in subsequent acts.


The first act, known as Act 1, is designed to stimulate students’ observation skills and curiosity. During this phase, students are encouraged to ponder upon what they notice and wonder about the given scenario. They also formulate questions that they will eventually solve. Act 1 is an opportune moment for students to engage in conversations regarding their observations, estimations ( too high, too low, or actual), a specific focus question, and the type of information they need to answer their own question.


In Act 2, students are provided with the necessary information to solve the problem or question they crafted in Act 1. Armed with this newfound knowledge, they embark upon the solving process.
Finally, Act 3 allows students to review the actual answer and assess whether their initial predictions were correct.

This routine is highly engaging for students across all levels, offering a perfect balance between accessibility and challenge. It also offers a wide range of ready-made, standards-aligned tasks suitable for students from Kindergarten through high school. By incorporating the 3-Act Math Task routine into the classroom, instructors can empower students to actively participate in problem-solving, develop critical thinking skills, and cultivate a deep understanding of the importance of co-constructing problems and questions.

Mastering Mathematical Language Routine 3: Critique, Correct, and Clarify

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Welcome to the fourth installment of our series, where we delve into the fascinating realm of Mathematical Language Routines (MLRs). In our previous discussions on MLR 1: Stronger and Clearer Each Time and MLR 2: Collect and Display, we explored the crucial role they play in cultivating critical thinking skills and fostering a deep understanding of mathematical concepts. Let’s continue our journey toward mathematical success by exploring the next MLR in line.

MLR 3: Critique, Correct, and Clarify is a routine designed to enhance mathematical writing and discussions. The primary purpose of MLR 3 is to foster a culture of critique and improvement in mathematical conversations. By engaging in this routine, students are encouraged to actively evaluate, correct, and articulate mathematical concepts with clarity. Through collaborative groups or partner talks, students can refine their thinking as they work together. To introduce this routine, teachers can model it by providing a predetermined piece of writing for critique, ensuring that it includes common errors and vague language to encourage more precise language. This approach empowers students to identify and rectify mistakes while enhancing their ability to clarify their ideas effectively.

Beginning this routine can be tricky, especially since it involves critiquing and correcting another person’s work. However, there are strategies that can help create a safe space where students feel comfortable critiquing and correcting each other’s mathematical reasoning.

At the middle school and high school levels, it is a bit easier as students change classes, and using an example from another class can happen – with names removed.

For elementary-level students, making up a problem/solution that they can use to critique is advisable. It’s important to ensure that the problem/solution contains common errors related to the content being studied.

Once this routine is established, it will become easier for students to seek out peer feedback. Teachers play a crucial role in creating a safe environment where students feel encouraged to seek out one another for critiquing. By implementing these strategies, teachers can foster a supportive and collaborative atmosphere for students to improve their mathematical reasoning skills together.

One Math EduProtocol that works well with this MLR is Nacho Problem. This EduProtocol was developed by Ligia Ayala-Rodriguez with the intention of addressing common errors exhibited by students. The main concept behind Nacho Problem is to task students with identifying and explaining the errors they encounter. Let’s take a look at an example to better understand how it works:

Second-Grade Nacho Problem Example

Ms. Daines needs to drive to San Jose which is 109 miles away. Along the way she stopped in Salinas which is 48 miles away. When she began driving from Salinas, how far away was Ms. Daines from San Jose? The work was provided but no explanation was given. This allowed for students to critique and analyze the provided work, find the error, and clarify their reasoning.

In this example, which was taken from an introductory lesson using Nacho Problem, the wording is kept basic and straightforward. However, as students progress with this EduProtocol, their written expression and complexity will naturally grow.

The beauty of Nacho Problem lies in its simplicity and effectiveness. By encouraging students to find errors and explain their reasoning, it promotes a deeper understanding of mathematical concepts. So, if you’re looking for an educational approach that fosters critical thinking and problem-solving skills, Nacho Problem is definitely worth considering, but not your only option. Sometimes, always, never is another good approach to this MLR.

Incorporating MLR 3 into your math class can greatly enhance your students’ understanding and written communication skills, which are vital for their success. This instructional approach can be implemented as early as kindergarten, allowing students to develop the valuable ability to analyze others’ work critically. This fosters a deeper comprehension of mathematical concepts and empowers them to ask more precise and insightful questions. In our next discussion, we will explore MLR 4: Information Gap, where students are encouraged to engage in critical thinking by identifying the necessary information to solve word problems.

Mastering Mathematical Language Routine 1: Stronger and Clearer Each Time

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Mathematical Language Routines (MLRs) play a crucial role in enhancing students’ comprehension and communication skills in mathematics. Developed to meet the diverse language needs of learners, these frameworks have become an invaluable tool in promoting a deeper understanding of mathematical concepts. In this series, we will explore each MLR in detail, starting with MLR 1: “Stronger and Clearer Each Time.”

Mathematical Language Routine 1: Stronger and Clearer Each Time

MLR 1: “Stronger and Clearer Each Time” focuses on refining students’ ideas and communication through various activities. By incorporating writing, listening, explaining, and integrating new language, students are encouraged to continually improve their understanding of mathematical concepts. This routine, often conducted in pairs, provides students with the opportunity to collaborate and build upon each other’s ideas, fostering a culture of shared learning and growth.

Throughout this series, we will delve into the different structures and strategies that can be employed within MLR 1, unveiling how this routine nurtures students’ confidence and fluency in mathematics. Join us as we explore the remarkable impact of MLR 1 and its profound influence on students’ language development and mathematical achievements.

The purpose of this routine is to foster the refinement of students’ verbal and written output through structured conversation and revision. By engaging in this process, students can enhance both their thinking and their expression of it.

In this routine, students initially work individually or in groups, gradually progressing towards partner work. This approach allows students to acclimate to the task and build their confidence. For those who may be less familiar with writing, explaining, and refining their thoughts, supportive strategies can be implemented to ensure their success.

Once the structures are in place, it is crucial for students to recognize the ultimate goal, which is either a deep understanding of the concept or the ability to articulate it like an expert. The listener’s role becomes significant as they ask clarifying questions, enabling a comprehensive understanding of the speaker’s thoughts. Simultaneously, the speaker benefits from this exchange, refining their thinking more clearly.

To encourage thorough responses, it is valuable to have students switch partners multiple times during the routine. By engaging in back-and-forth conversation, with equal emphasis on speaking and listening, students not only refine their thoughts but also strengthen their language and reasoning skills. The iterative nature of this process reinforces the importance of pressing for details and encourages the continual refinement of ideas.

Convince Me That, by Daniel Kaufmann, is a highly effective protocol that teachers can implement in their math lessons to foster deeper understanding and engagement among students. To successfully introduce and implement this routine, educators can follow these step-by-step guidelines:

  1. Introduce the Problem: Begin by presenting a math problem along with its solution to the students. For instance, students can be asked to explain why 3 x 4 equals 12.
  2. Form Partners or Small Groups: Divide the students into pairs or small groups to facilitate collaborative learning. This structure encourages peer interaction and promotes the sharing of ideas.
  3. Restrict Algorithmic Thinking: Emphasize that students should focus on concrete or pictorial methods rather than relying on algorithms. This restriction encourages students to think deeply about the problem and explore alternative approaches.
  4. Initiate Individual Thinking: Give students time to think individually about the problem and develop their own explanations for the solution. This step helps to build independence and promotes critical thinking skills.
  5. Structured Pairing: After individual thinking, partners or group members should share their explanations with each other. This process enables students to refine their understanding through constructive discussions and peer feedback.
  6. Revise Written Responses: Encourage students to revise and improve their written explanations based on the feedback received during the structured pairing phase. This step promotes self-reflection and reinforces learning.

To facilitate the refinement process and prompt students effectively, here are some examples suitable for Math Learning Routine (MLR) 1:

  • “Convince your partner why the sum of any two even numbers is always even.”
  • “Explain to your group why dividing by zero is undefined and cannot result in a finite number.”
  • “Justify why the product of any number and zero is always zero.”

These prompts stimulate students to think critically, apply their knowledge, and refine their explanations. By implementing the Convince Me That routine with these strategies and prompts, educators can foster deeper conversations, encourage active learning, and enable students to demonstrate a more profound understanding of mathematical concepts.

For a more detailed explanation and implementation guidelines, you can refer to Chapter 19 of The EduProtocols Field Guide Math Edition. This invaluable resource offers comprehensive insights and practical tips for effectively utilizing the Convince Me That routine in math classrooms.

In conclusion, the implementation of MLR 1 has proven to be highly beneficial for students. It provides them with a structured platform to refine their thinking, improve their communication skills, and deepen their understanding of the subject matter. By engaging in the collaborative and iterative process of MLR 1, students are empowered to develop clearer and more coherent responses.

We invite you to stay engaged with our series and continue exploring the world of Mathematical Language Routines. The second routine in our series, MLR2: “Collect and Display”, has a specific purpose. It aims to capture students’ oral words and phrases and transform them into a stable, collective reference. The main goal is to preserve the language that students use and use it as a reference point for developing their mathematical language.

Mastering Elementary Math: The Power of MathReps and Math EduProtocols Series Finale Pt. 10

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MathReps and Math EduProtocols have been an incredible journey! We’ve delved into a plethora of aspects, ranging from understanding and implementation to assessing and monitoring, all while uncovering inspiring success stories. And guess what? The evidence is crystal clear – these strategies are absolute game-changers! Brace yourself for mind-blowing results in record time! Picture this: classes effortlessly grasping concepts and expanding their knowledge bank in the blink of an eye! Not to mention, students gaining solid confidence and forging natural connections left, right, and center! If you’re a fan of John Hattie and his work on Effect Size, get ready to be blown away because Deliberate Practice registers an awe-inspiring 0.79 Effect Size! And wait, there’s more: Rehearsal and memorization follow closely behind with an impressive 0.73 Effect Size! So, dear reader, don’t wait a second longer – dive into the world of MathReps and Math EduProtocols and revolutionize your classroom experience, starting today!

If you’re excited to explore more and take advantage of all the amazing resources available, you’re in for a treat! Dive deeper into the world of MathReps and Math EduProtocols by checking out the complete series starting with Pt. 1 or jump to getting started with MathReps in Pt. 4. For those who prefer a slower start with Math EduProtocols, be sure to jump into Pt. 7 of the series. But that’s not all! Visit mathreps.com for all templates and be sure to join our math-focused Facebook group to engage with a vibrant community of educators. Don’t forget to join the EduProtocols Community Facebook group too. You can also find us on various social media platforms like Instagram and TikTok, using the hashtags #MathReps and #EduProtocols. Excited for more? We’ve got you covered with a fantastic range of books to explore, including my personal favorite, The EduProtocols Field Guide Math Edition! The possibilities are limitless, so don’t miss out on this incredible opportunity to enhance your mathematical journey. Happy exploring!

Mastering Elementary Math: The Power of MathReps and Math Eduprotocols Success Stories Pt. 9

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After creating MathReps in 2016, I quickly saw the benefits. One of the first ones I created dealt with 5th-grade multiplication and division. That year, I saw many students succeed in connecting the area model of multiplication to the traditional algorithm. In addition, there was a student who connected the partial quotient to the traditional algorithm in division. I can still see where the student was sitting and the conversation that we had.
Me: (pointing to the division problem done using the traditional algorithm) Can you tell me about this?
Student: Sure, I used the toolbox area to do some additional multiplication to help me.
Me: Did someone show you how to do this?
Student: No, I noticed that I could come close to the first two digits of the dividend if I multiplied the divisor. Then, I could subtract and do it all over again using the next two digits [the traditional remainder plus bringing down the next digit].
Me: 😲

Yeah, that was a mind-blowing moment. The student had made connections on their own based on repeated exposure and naturally made the leap to the traditional algorithm. I was blown away!

After that, I have been truly amazed by the countless teachers who have found great success using MathReps and Math EduProtocols in their classrooms. What started as a resource created solely for my own students has turned into something much bigger. I love to share, and it’s been incredible to see teachers from all over reaching out with their own success stories. One example that stands out is a 3rd-grade team who saw amazing results with MathReps. Join the growing community and discover the power of MathReps and Math EduProtocols for yourself!

I have compiled a few postings of what others have to say. If you’d like to see more, you can see them on this Wakelet.

Mastering Elementary Math: The Power of MathReps and Math Eduprotocols Assessing Progress Pt. 8

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In today’s rapidly evolving educational landscape, tracking student progress is not only crucial but also an empowering tool for both teachers and students alike. In a previous post, we delved into the remarkable results achieved by a 3rd-grade team that implemented effective data tracking methods. However, we barely scratched the surface of the “how.” So, let’s take some time to explore the intricacies of tracking student data and discover how you can leverage these strategies in your own classroom. By examining the practices of the 3rd-grade team, who expertly utilized a combination of pre and post-tests, spreadsheets, and repetition, we’ll uncover the power of John Hattie’s work and the Achievement Teams framework pioneered by Steve Ventura. With a focus on MathReps and Math EduProtocols, these methodologies not only lower student anxiety but also provide invaluable insights to drive targeted instruction. Join us on this journey as we unravel the secrets of effective data tracking and witness the profound impact it can have on the learning process.

To effectively track data and student progress, we will discuss the first method utilized by the 3rd-grade team.

  1. Begin by selecting a MathReps or Math EduProtocol activity that aligns with the learning objective. Choose the most appropriate one that suits the needs of the students.
  2. To ensure that students feel more confident and less intimidated by the material, engage in some pre-teaching before conducting the pre-test. This will help familiarize them with the concepts and reduce anxiety.
  3. After administering the pre-test, log the data obtained from each student in a spreadsheet. This spreadsheet can help calculate a goal and later reassess their progress.
  4. After completing the MathReps or Math EduProtocol activity, encourage the teachers to post the group’s pre-test scores, along with a pie chart and percentage goal, in a visible location for the entire class to see. This allows students to be a partner in the learning and growing process.
  5. Once the pre-test data is collected, it is time to get in those reps! The cycle the teachers used in this case was roughly 10 days.

By following these clear steps, the data collected from the pre-test, as well as the subsequent activities, will help guide the teachers’ instruction and provide the students with a clear sense of purpose in their learning journey.

The guide below is a second method of tracking data and leveraging strategies:

  1. Select a MathRep or Math EduProtocol: Choose a suitable MathRep or Math EduProtocol that aligns with the learning objective.
  2. Introduce the Reflection Sheet: Provide students with a reflection sheet, either for daily or weekly use, to empower them in driving their own learning.
  3. Track Group Progress: Collect assessment data at the end of the week to monitor the progress of the entire group.
  4. Display Progress Openly: Create a visible display in the classroom to showcase the group’s progress based on the assessment data.
  5. Establish Goals: Collaborate with the class to define goals to strive for. These goals should include a specific percentage of proficiency and a target date for achieving them.

Using either of these methods can empower your students, unlock their full potential, and cultivate a strong sense of fulfillment in their own learning journey. With teachers equipped to personalize instruction and address individual needs, the path to student triumph becomes clear. Which approach will you take?