Teamwork Self-Assessment Rubric: Numbered heads & Team Role Math Lesson Sample.pdf

 
 
 
Numbered heads & Team Role Math Lesson Sample.pdf
Student Handout
 
 
This slide is an example of how students randomly select a number, in this case from a cup with ping pong balls, to randomize, designate, and identify who is responsible for tasks during their team sessions. These numbered and designated roles are used to provide peer-to-peer feedback on how the session went, and what needs to improve.
  • Numbered heads & Team Role Math Lesson Sample.pdf
Student Handout
 
 
This slide is an example of how students randomly select a number, in this case from a cup with ping pong balls, to randomize, designate, and identify who is responsible for tasks during their team sessions. These numbered and designated roles are used to provide peer-to-peer feedback on how the session went, and what needs to improve.
 
Feedback Systems

Teamwork Self-Assessment Rubric

At the conclusion of our team sessions my students self-assess, give feedback/compliments to one another, and agree or share out their disagreements with one another. Our two areas of focus right now are collaboration and accountability. My students score themselves on a scale from 1-4 on these habits and then track their progress daily/weekly in order to consider their next steps or provide feedback to one another. Perhaps most importantly, the sentence stems within the rubric help my students develop a repertoire of conversational skills they will need in the 21st century and beyond.  

Strategy Resources (2)
Student Handout
 
 
This slide is an example of how students randomly select a number, in this case from a cup with ping pong balls, to randomize, designate, and identify who is responsible for tasks during their team sessions. These numbered and designated roles are used to provide peer-to-peer feedback on how the session went, and what needs to improve.
 
Student Handout
 
 
This slide is an example of how students randomly select a number, in this case from a cup with ping pong balls, to randomize, designate, and identify who is responsible for tasks during their team sessions. These numbered and designated roles are used to provide peer-to-peer feedback on how the session went, and what needs to improve.
Freddy Esparza
Aspire Titan Academy
Los Angeles, CA


 

About this strategy

Prep Time:
Long
Subject:
Math
Grade:
Third grade
Similar Strategies
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. 

 
Assessment & Data
Freddy's Use of Assessments and Data

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.

 
Assessment & Data
Using Multiple Sources of Data to Inform ELA Instruction & Grouping

As a blended school, sometimes there is an overwhelming amount of data. Knowing how to use it and when is critical in making sure that the data is both purposeful and useful. Included is both offline (DRA, RAZ, and Interim Benchmark assessments) and online (iReady) assessments to inform instruction and make groups (guided reading, computer groups, and skills-based groups).

 
 
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