I’m sure you’re asking the same question I am: how did a second-year teacher get himself into the thorny knots of school scheduling? Well, first, I’m a data head. I like looking at structures...
I had fun at the ASFM Welcome Back party yesterday… and got a bit wet!
This post is a reflection on my strategies for student learning (Domain 5) for the American School Foundation of Monterrey Track 1 project. This has been my most difficult reflection to write, and I admit that when I first perused at the reflection questions (on student work data, self and peer assessment, life-long learning skills, and values education) my reaction was that I don’t do those things–there’s no time in a math classroom! However, after a couple days of reflection and a dig through my files for the year, I in fact have used strategies such as self-assessment and modeling life-long learning skills.
This post is a reflection on my strategies for communication and professional responsibilities (Domain 6) for the American School Foundation of Monterrey Track 1 project. The reflection questions for the domain of communication and professional responsibilities are varied but can be categorized into three topics: demonstrating professionalism, contributing to the school, and developing as a professional. I believe that I meet the ASFM standards in all three areas.
This post is a reflection on my strategies for assessment (Domain 4) for the American School Foundation of Monterrey Track 1 project. Assessing student learning is at the centre of teaching but is really two distinct activities: summative assessment, or evaluating and reporting student learning at the end of a topic, unit or class; and formative assessment, or continually evaluating student learning and providing feedback to students in order to improve. I will discuss the two separately as I reflect on how I assess students.
This post is a reflection on my strategies for instruction (Domain 3) for the American School Foundation of Monterrey Track 1 project. In the domain of instruction I have found natural strengths and weaknesses in my teaching. I have plenty of experience and skill in presenting and explaining a topic and I regularly model good mathematical practice through examples; on the other hand I could improve my strategies for checking for understanding and creating genuine participation via discussions.