Start, Result, Change
Start, Result, Change is a strategy students use during math investigations to help them process what is hapenning in word problems. Using the parts or information students identify as being present, this strategy is a scaffold which enables students to process and consider what our next steps to solving a problem will be. Do we need to find the start, change, or the result?
Students self-monitor their understanding by using the Fluid Mastery Rubric. They monitor their level of understanding of the lesson on a scale of 1 to 4 (1 being least mastered to 4 being most). Because my students are given the opportunity to reflect and self-monitor their level of understanding of the lesson, I get real-time data on which students need targeted interventions and supports.
Students communicate nonverbally through their hands that they agree, disagree, or want to add onto what someone previously said. Just think for a minute the amount of time we as teachers stop for interruptions. This strategy shows us that there are ways to effectively communicate with each other silently.
Assessment and data play a crucial role in a blended teacher’s classroom. Blended learning gives teachers an opportunity to assess consistently throughout a class, in a way that drives instruction, impacts grouping, and assignments. Blended educators have to develop capacity to sift through multiple sources of data and synthesizes quickly into action. Check out how Freddy utilizes Assessment and Data here.