Learners are more engaged and achieve more academic growth when they get to set their own math learning goals and evaluate their progress. But how can students set learning goals when they have to meet required math curriculum or standards? How can I manage a classroom full of different, individual goals? At this seminar, you will delve into these questions through hands-on activities, videos, and student work samples. Come explore ways to facilitate students’ goal setting, choice of learning tasks, and self-monitoring. Help students purposefully practice executive functioning and metacognition skills while engaging in developmentally appropriate and rigorous learning tasks in math. Examine the process of engaging students in setting their own goals for learning and monitoring their progress towards meeting these goals by actively engaging in the Student-Centered Assessment Cycle. You will leave with a wealth of instructional strategies you can implement in your own classrooms or use when coaching teachers.

Check-in registration begins at 7:45am.

The workshop runs from 8:15am - 2:30pm.

LEARNING OBJECTIVES
 

Participants will be able to:

• Describe the process for engaging students in setting their own goals for math learning, monitoring their progress towards meeting these goals, and self-assessing their mastery of these goals
• Examine four types of student goals: in-the-moment, naturally occurring goals, class goals, non-academic individual goals, and academic individual goals
• Identify and analyze strategies for explicitly modeling and coaching math goals through progress monitoring tools, evaluation tools (including student-made rubrics), and student portfolios and final products
• Explore and experience the math tasks and classroom structures that support student-created goals and student-centered assessment
• Create an action plan for engaging students in the Student-Centered Assessment Cycle in your classroom

WHO SHOULD ATTEND
 

This seminar is applicable for PreK-8 teachers, special educators, curriculum and assessment coordinators, math specialists, instructional coaches, and administrators.
 

WORKSHOP LEADER
 

Kateri Thunder, PhD, served as an inclusive, early childhood educator, an Upward Bound educator, a mathematics specialist, an Assistant Professor of Mathematics Education at James Madison University, and Site Director for the Central Virginia Writing Project (a National Writing Project site at the University of Virginia). She is an author for Corwin’s Visible Learning for Mathematics Series and a member of NCTM’s Research Committee. She has followed her passion back to the classroom and currently teaches in an at-risk PreK program, serves as the PreK-4 Math Lead for Charlottesville City Schools, and works as an educational consultant.