TASKS IN USE – SELF EVALUATION CODING SHEET
Name Title of task:
Not evident
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Partial
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Progressing
Substantial
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FOCUS ON STUDENT THINKING
Thinking students manipulate information by combining facts and ideas in order to synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation.
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Students are engaged only in receiving, or reciting, or participating in routine practice, and in no activities during the lesson do students go beyond reproduction.
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Students are primarily engaged in recall or reproduction, but at some point they engage in thinking as a minor diversion within the lesson.
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Students are engaged in at least one major activity during the lesson in which they think, and this activity occupies a substantial portion of the lesson.
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Almost all students, almost all of the time, are thinking
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UNDERSTANDING
is characterised by explanations and tasks that connect to previous knowledge, indicate the purpose of knowledge, and emphasise both how and why.
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Emphasis on the “how” of mathematics and little or no attempt to develop connections to previous or other learning.
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Passing reference to “why” in some explanations but most explanations and tasks rely only on “how”. Limited attempt to develop connections.
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Some links developed to prior and other learning, and explanation of tasks emphasises both how and why for some elements but just how for others.
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Strong emphasis on developing links and connections and sustained attention to seeking student explanations of both how and why.
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PROBLEM SOLVING
in which students are presented with real, or hypothetical problem(s) for which the solution path is not known.
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No problems are presented during the lesson.
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Some minor problems are posed but they provide little challenge or demand for engagement.
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A significant problem is posed requiring engagement by students and some knowledge construction.
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A significant problem is posed requiring sustained engagement by students, with links and connections made to prior and subsequent learning.
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OPENNESS
the extent to which the tasks have multiple possible responses and multiple pathways to the solutions.
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Closed task with no student choice of goal or strategy.
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Task is open, but students are directed by the teacher on both the goal and the choice of strategy.
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Task is open, and students are encouraged to choose their own goal and strategy, with some encouragement to pursue multiple or general solutions.
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Task is open, and students are encouraged to choose their own goal and strategy, and actively encouraged to record multiple possible solutions, and seek generalisations.
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EXPLICIT EXPECTATIONS
the extent to which the teacher communicates to the student on forms of communication, solution forms, and valued products.
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Tasks are posed with no explicit indication from the teachers on modes of working, forms of communication, or criteria for success.
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Ineffective attempt by the teacher to communicate on aspects of classroom communication and forms of desired task solution.
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Teacher explains the goals for classroom communication and forms of desired task solutions.
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Teacher engages the students in discussion on modes of communication and solutions and extracts from the discussion clear goals for student products.
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INCLUSIVITY
the extent to which the teacher chooses tasks and gives explanations that are accessible to all students, and the extent to which the teacher seeks to include all students in the classroom processes.
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Little consideration of the diversity of the class in choice of task and little attempt made to include all students in discussions.
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Some attempts to make task relevant to all. Most students participate and teacher makes some attempt to include others.
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Teacher attempts to include all students though choice of task, explanation, and discussion, but not fully successful.
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Task is chosen to maximise participation and teacher is successful in ensuring all students engage in task, and in the discussion on the task.
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TRANSFER
Potential for transferring learning to other uses and examples.
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No attempt to raise possibility of transfer.
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Little attempt at prompting transfer.
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Some attempt to suggest potential transfer to other uses and examples
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Transfer to other uses and examples is prompted specifically
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