I teach math intervention. This means I see small groups of students for about 30 minutes each day. Time for reflection is hard to come by. This is what I do.
1. Student Surveys
At the beginning of the year and at the end of each quarter, I give students a survey. I want to know what they like/dislike about math, about math intervention, about coming to my room, about school, etc. I learn a lot from these surveys. Elementary students can be brutally honest...
2. Daily Exit Slips
One of the things they are asked to do on the exit slip is to summarize what we did in intervention that day. If they cannot put in into words, then I know we have more work to do.
3. Daily Math Talks
We begin each intervention session with a math talk. The discussions that build from those can be powerful learning experiences.
1. Student Surveys
At the beginning of the year and at the end of each quarter, I give students a survey. I want to know what they like/dislike about math, about math intervention, about coming to my room, about school, etc. I learn a lot from these surveys. Elementary students can be brutally honest...
2. Daily Exit Slips
One of the things they are asked to do on the exit slip is to summarize what we did in intervention that day. If they cannot put in into words, then I know we have more work to do.
3. Daily Math Talks
We begin each intervention session with a math talk. The discussions that build from those can be powerful learning experiences.