Clip 17/18: Debrief Part 4
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Lisa Hennefarth discusses how she selected student work for sharing – some students had great narrative, some students had narrative with some detail about function and time, and some students had lots of detail about function and time. She shares that she changed her mindset about what good work looked like, regarding progression. One may have been more mathematical, because it had more numbers. The last one selected clearly demonstrated how the narrative and quantities matched the graph to point out specific moments in the narrative. Her selected exemplars illustrated a progression of both narrative and mathematical detail. She reflects on the students’ closing evaluations of the exemplars, noting that the students themselves were able to identify what made the commentaries more effective.
Teacher Commentary
Teacher Commentary
Lisa Hennefarth
When I look back at the student work created during this lesson, I see a lot of different strengths. One student is currently assessed at a third grade reading level, and I see that he circled “commentary,” and he circled “distance in yards.” So these are indicators of what he's going to look at it, because that's all maybe he knows what to do. He struggled all year; he couldn't do multiplication. I had to teach him how to use a calculator.
Another student, a young lady with little confidence, always would tell me, “I can't do it, I can't do it, I'm not good, I'm not good.” When I look at her work, she comes out of a high-performing school district, a good student but could be better. But she just lacks that calm, while she knows the underlying ideas. She was probably in advanced English.
There’s another high performing student who would be the one that would kind of take over, do it all. In her work sample, she's annotated that whole thing; she knows exactly what she's doing.
So just there are three distinct different levels of students and you can see, in their annotations, what they did, and this just speaks to them as students.
Still another student just highlighted the whole thing. But he annotated down here at the bottom, “first 30 seconds,” and he drew the lines to kind of help him read. He identified the points of intersection.
Overall, I was so amazed and we all were, I think, when we saw the amount that they wrote.