Handout 4.2a:

Stop and Jot: Bridge to Practice Reflection

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Directions: For your Bridget to Practice you were asked to conduct the Correct Shares Interview with 3-5 students. In the space below reflect on this process by jotting down your responses to the following questions:

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1. What did you learn about students that you did not know before engaging in the Correct Shares Interview?
2. What challenges did you encounter in conducting the interview and how might you address them?
3. How does the interview align to how the NYCDOE envisions math learning? (see below for excerpt from vision statement)

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NYCDOE VISION

We envision a mathematics learning experience where: 

• Students are empowered to make sense of mathematics both in the classroom and beyond, including developing mathematical thinking and regularly engaging in mathematical collaboration and discourse; 
• Teachers facilitate instruction that is student-centered, inquiry-based, coherent and in an environment that fosters belonging and high expectations; and 
• Content that provides opportunities for students to engage in productive struggle with cognitively demanding, mathematical concepts that are connected to one another and the world around them. 

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Math | Module 4.2 (Gr 4)

Handout 4.2b:

Bank Street’s Bridge to Practice Reflections

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Using a formative assessment like an interview (vs. a summative assessment) provides much more in-depth information about what the student understands and where they get confused. When the teacher listens to the student explain their reasoning, rather than paying attention solely to the answer, they can capitalize on what the student knows and is able to do and build learning experiences from there. This strengths-based approach to teaching and learning math nurtures more equitable learning opportunities for students and aligns to the developmental nature of math.

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Student misconceptions and new learnings are addressed by giving students varied experiences and lots of time with the given concept(s). We do not simply tell students information and expect them to use it with understanding when solving problems. Rather, the teacher’s nuanced knowledge of student understanding allows them to craft low floor/high ceiling learning opportunities for the class. Learning experiences include math routines, word problems, games, with student math discussion as the key component.

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An interview approach to formative assessment aligns to the DOE’s vision by:

• Honoring child development and developmental learning in math
• Addressing deeper conceptual understanding
• Empowering the student with their ideas and thinking as central to learning

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Math | Module 4.2 (Gr 4)