{"id":6527,"date":"2016-04-17T12:00:00","date_gmt":"2016-04-17T12:00:00","guid":{"rendered":"https:\/\/theteacherstudio.com\/2016\/04\/3-formative-assessmetn-tips-coaching.html"},"modified":"2018-12-27T00:04:38","modified_gmt":"2018-12-27T00:04:38","slug":"3-formative-assessmetn-tips-coaching","status":"publish","type":"post","link":"https:\/\/theteacherstudio.com\/3-formative-assessmetn-tips-coaching\/","title":{"rendered":"3 Formative Assessment Tips: Coaching Misconceptions in Math"},"content":{"rendered":"<div class=\"separator\" style=\"clear: both; text-align: center;\">\n<a href=\"https:\/\/www.teacherspayteachers.com\/Product\/Formative-Assessment-Toolbox-Multiplication-and-Division-Grades-3-5-1231073\"><img fetchpriority=\"high\" decoding=\"async\" border=\"0\" height=\"640\" src=\"https:\/\/1.bp.blogspot.com\/-vhgED2NnO34\/VxLgJf4C6AI\/AAAAAAAAQFU\/6sizcTomKMMbynTx8RXDFmB5MxUN4fHnQCLcB\/s640\/formative%2Bassessment%2Btips%2Bpost.jpg\" width=\"394\" \/><\/a><\/div>\n<div style=\"text-align: center;\">\n<b>One thing I know to be true&#8230;<\/b><\/div>\n<div style=\"text-align: center;\">\n<\/div>\n<div style=\"text-align: center;\">\nMost struggling students do not do their best learning during large group instruction. &nbsp;Sometimes, even small group instruction isn&#8217;t enough. &nbsp;Some students just need coaching&#8211;pure and simple. &nbsp;<\/div>\n<div style=\"text-align: center;\">\n<\/div>\n<div style=\"text-align: center;\">\nOf course, we can&#8217;t do one on one instruction for 25 students every day. &nbsp;It doesn&#8217;t take a rocket scientist to figure that out. &nbsp;But we can work to get better and grabbing these precious moments with students whenever we can. &nbsp;Knowing how to &#8220;spend&#8221; your intervention minutes is an integral part of what we do.<\/div>\n<div style=\"text-align: center;\">\n<\/div>\n<div style=\"text-align: center;\">\nOne way I make sure to touch base with students who need it is to use entrance slips OFTEN. &nbsp;I use entrance slips several times per week to do any of the following:<\/div>\n<div style=\"text-align: center;\">\n<b><br \/><\/b><\/div>\n<div style=\"text-align: center;\">\n<b>1. &nbsp;See how students are doing on a topic we are working on<\/b><\/div>\n<div style=\"text-align: center;\">\n<b><br \/><\/b><\/div>\n<div style=\"text-align: center;\">\n<b>2. &nbsp;See how students have retained a topic we did days\/weeks\/months ago<\/b><\/div>\n<div style=\"text-align: center;\">\n<b><br \/><\/b><\/div>\n<div style=\"text-align: center;\">\n<b>3. &nbsp;See how much students already know about a topic we are about to cover.<\/b><\/div>\n<div style=\"text-align: center;\">\n<\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n<a href=\"https:\/\/www.teacherspayteachers.com\/Product\/Formative-Assessment-Toolbox-Multiplication-and-Division-Grades-3-5-1231073\"><img decoding=\"async\" border=\"0\" height=\"480\" src=\"https:\/\/1.bp.blogspot.com\/-g-lVvWIrXNQ\/VxJKgkSJYCI\/AAAAAAAAQEk\/Q5FvTA0RUdkT9NnBvIGaP4LB894SSAiTgCLcB\/s640\/Photo%2BApr%2B16%252C%2B8%2B15%2B34%2BAM.jpg\" width=\"640\" \/><\/a><\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n<\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\nSometimes these slips are purely computation based like those shown above. &nbsp;We are currently working on partial quotients division, so nearly every day I do an entrance slip to see how my students are doing. &nbsp;Sometimes the slips are more open ended or problem-based. &nbsp;It all depends on what information I am trying to collect.<\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n<\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\nWhat is most important to me is the next step&#8230;I quickly sort their slips and &#8220;see what I can see&#8221;. &nbsp;I do this AS the students are turning them in whenever possible because I want to be ready to address misconceptions in any spare time I have. &nbsp;These slips aren&#8217;t meant to be taken as a &#8220;grade&#8221; (although often I record them because I can&#8217;t remember ANYTHING these days), but are meant to guide my instruction. &nbsp;After all, what &#8220;grade&#8221; do you give a child who gets one out of three division problems wrong? &nbsp;What if it was a simple fact error? &nbsp;What if they got all three wrong and it was simply because they didn&#8217;t include the remainder?<\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n<\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\nSo what I do is simple&#8230;after sorting the slips into groups based on levels of &nbsp;success, I have one of three options:<\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n<\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n<b>1. &nbsp;Do I really need to reteach the entire class?<\/b><\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n<b><br \/><\/b><\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n<b>2. &nbsp;Do I have a group that has similar needs&#8211;not necessarily the same number wrong&#8211;but are making the same mistake(s)?<\/b><\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n<b><br \/><\/b><\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n<b>3. &nbsp;Do I have some individual needs that are best met in a one-on-one conference?<\/b><\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n<\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\nBy asking these three questions, you can make decisions on the fly as to how to spend your precious minutes! &nbsp;Yesterday I did the entrance slip pictured below. &nbsp;We are on about day 4 of &#8220;partial quotients&#8221; and we&#8217;ve been doing a LOT of collaborative work. &nbsp;It was time to start honing in on who was getting it and who was not. &nbsp;Today, learned that . . .<\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n<\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n1. &nbsp;I did NOT need to back up and reteach the entire class.<\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n<\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n2. &nbsp;I did NOT have a small group that needed reteaching.<\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n<\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n3. &nbsp;I DID have 5 students I wanted to confer with about some misconceptions or &#8220;technique&#8221; issues they were having. &nbsp;One student was really not understanding the method at all&#8211;so I knew we needed to back way up and get some manipulatives to model the process. &nbsp;Two students needed me to talk with them about how they were organizing their work because their lack of organization was leading to precision errors. &nbsp;One student needed me to help them better understand remainders. &nbsp;Finally, one student needed to find his own mistakes&#8230;he is a &#8220;rusher&#8221; who knows EXACTLY what to do&#8211;but tends to rush and make silly mistakes. &nbsp;He was easily able to find his mistakes.<\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n<a href=\"https:\/\/www.teacherspayteachers.com\/Product\/Formative-Assessment-Toolbox-Multiplication-and-Division-Grades-3-5-1231073\"><img decoding=\"async\" border=\"0\" height=\"640\" src=\"https:\/\/4.bp.blogspot.com\/-5Wt2ztfl1Cc\/VxLNUR5tL2I\/AAAAAAAAQE0\/autTkvPJXY0bS6eNVAUij8WszNSdigcmwCLcB\/s640\/Photo%2BApr%2B16%252C%2B8%2B14%2B40%2BAM.jpg\" width=\"480\" \/><\/a><\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n<\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\nSo my &#8220;food for thought&#8221; for the weekend is&#8211;how often are you using formative assessment? &nbsp;What are you doing with the information? &nbsp;If you are interested in some ready-made formative assessments, I have many in my store. &nbsp;The slips shown above are found HERE<\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n<\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n<a href=\"https:\/\/www.teacherspayteachers.com\/Product\/Formative-Assessment-Toolbox-Multiplication-and-Division-Grades-3-5-1231073\"><img loading=\"lazy\" decoding=\"async\" border=\"0\" height=\"320\" src=\"https:\/\/2.bp.blogspot.com\/-PPIO4q3cULI\/VxLbBBVRqSI\/AAAAAAAAQFE\/rj5J238vAT444yESC71fVLx8k1nDrso7QCLcB\/s320\/Slide1.JPG\" width=\"240\" \/><\/a><\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n<\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\nI also have them for <a href=\"https:\/\/www.teacherspayteachers.com\/Product\/Formative-Assessment-Toolbox-Area-and-Perimeter-Grades-4-5-1188310\">area and perimeter<\/a> and <a href=\"https:\/\/www.teacherspayteachers.com\/Product\/Formative-Assessment-Toolbox-Addition-and-Subtraction-Grades-2-4-1446312\">addition and subtraction<\/a> with more on the way!<\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n<\/div>\n<div style=\"text-align: center;\">\n<\/div>\n<div style=\"text-align: center;\">\n<img decoding=\"async\" src=\"https:\/\/theteacherstudio.com\/wp-content\/uploads\/2016\/04\/megsig-1.png\" \/><\/div>\n","protected":false},"excerpt":{"rendered":"<p>One thing I know to be true&#8230; Most struggling students do not do their best learning during large group instruction. &nbsp;Sometimes, even small group instruction isn&#8217;t enough. &nbsp;Some students just need coaching&#8211;pure and simple. &nbsp; Of course, we can&#8217;t do one on one instruction for 25 students every day. &nbsp;It doesn&#8217;t take a rocket scientist [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":7240,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[344,2],"tags":[192,235,247],"class_list":["post-6527","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-assessment-ideas","category-math-lessons","tag-assessment","tag-division","tag-math-intervention","wpbf-post"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.1.1 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>3 Formative Assessment Tips: Coaching Misconceptions in Math - The Teacher Studio<\/title>\n<meta name=\"robots\" content=\"index, follow, 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