Instructional Closings

Math Journal

The Math Journal startegy is a closing sequence I use as an ongoing informal assessment at least twice a week. I typically collect at least five journals and respond back to students by writing positive praise and/or a question to have them answer about their answer. I will also conduct a quick visual check by walking around at the conclusion of a math journal session and place a sticker, grade, or smiley face on each student's journal. The Math Journal is a very open constructive tool students can use to develop their mathematical writing prowess and reinforce mathematical vocabulary. 

Strategy Resources (3)
Students In Action
 
 
Student Work Sample
 
 
This is a snapshot of how students respond and reflect. You will also see my responses back to them are questions and compliments. I try to praise them for their effort and quality of reflection. Everyone receives a sticker as a reward for completion.
Student Handout
 
 
Here is a sample of a journal prompt we wrote as a class and debriefed in pairs. We use these journaling sessions to stay reflective on how we are progressing each week or per unit.
Students In Action
 
 
Student Work Sample
 
 
This is a snapshot of how students respond and reflect. You will also see my responses back to them are questions and compliments. I try to praise them for their effort and quality of reflection. Everyone receives a sticker as a reward for completion.
Student Handout
 
 
Here is a sample of a journal prompt we wrote as a class and debriefed in pairs. We use these journaling sessions to stay reflective on how we are progressing each week or per unit.
Freddy Esparza
Aspire Titan Academy
Los Angeles, CA


 

About this strategy

Prep Time:
Moderate
Subject:
Math
Grade:
Third grade
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Small-Group Instruction
Small Group Intervention

This strategy is a small group guided instruction, or in student friendly language, team time with Mr. Esparza. A group of 3-4 students is pulled as other teams are conducting a differentiated math investigation. Students are given a selection of materials to create models and formulate ideas. We work as a collective to identify our misconceptions by asking ourselves questions, explaining why, and checking for understanding. As a scaffold, students use hand signals and our learning goal success rubrics to check themselves for understanding throughout the process.

 
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Blended Learning Data Share

This (bi-weekly/tri-weekly) strategy is used to incentivize, motivate, and support my students in truly taking ownership for their own learning. During each Blended Learning Data Chat, I recognize students who are consistently performing at the highest levels (Top-5) per program with a certificate and a small prize of their choice like a book, poster, or eraser. I then have the highest performing students come up so we can take a group selfie (with a selfie stick, of course), and then print each student a copy of the picture. The last part of the Blended Learning Data Chat is the recognition and celebration of our top performers who receive a certificate and take a picture to take home. They also receive a poster, eraser, book, or small prize of their choice for their effort and consistency. 

 
 
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