Survey of Knowledge and Skills

Course Learning Objectives Self-Evaluation, Part 2

Directions: Assess your current knowledge and skills. You can check more than one
box as long as you explain your response.
I know/can
do this
with ease
and could
teach it to
someone
else.

I know/can
do this
with ease
but I
might not
be able to
explain it.

I know:
The three stages of
backward design for unit and
lesson planning
National and state learning
goals for mathematical
content and
practices/processes (e.g.,
NCTM Content and Process
Standards, Common Core
State Standards, Virginia
Standards of Learning)
The developmental learning
progressions for
mathematical content and
practices (within Geometry,
Measurement, Data Analysis,
and Probability), including
the progression of strategies,
the big ideas involved, and
the mathematical
representations/tools that
emerge.
Methods of formative and
summative assessment as
feedback for teaching
The three-phase lesson
format for developmentally
appropriate, studentcentered mathematics
lessons, including the
teacher actions for each
phase
The five practices for
orchestrating productive
mathematical discussions

In context,
I could
figure this
out
because I
remember
learning
this
before.

Ive seen
or heard of
this but
dont
remember
anything
about it.

Ive
never
seen or
heard of
this.

The levels of cognitive

demand for selecting
mathematical tasks
A continuum of
developmentally appropriate,
student-centered teaching
strategies
The five strands of
mathematical proficiency
Methods of differentiating
instruction to address
students learning strengths
and needs

I know/can
do this with
ease and
could teach
it to
someone
else.

I am able to:
Use backwards design for lesson
and unit plans
Identify and explain the most
important concepts, knowledge,
and skills for the mathematical
content within Geometry,
Measurement, Data Analysis,
and Probability
Integrate the mathematical
content of Number and
Operations and Algebraic
Thinking (ELED 433 content)
with Geometry, Measurement,
Data Analysis, and Probability
(ELED 533 content)
Identify and describe significant
mathematical
practices/processes
Apply the developmental
learning progressions for
mathematical content and
processes/practices to plan,
instruct, and assess for feedback
Select and analyze formative
assessments that are aligned
with learning goals to evaluate
the impact of teaching on
student learning

I know/can
do this with
ease but I
might not
be able to
explain it.

In context, I
could figure
this out
because I
remember
learning
this before.

Ive seen or
heard of
this but
dont
remember
anything
about it.

Ive never
seen or
heard of
this.

Select tasks, anticipate student

strategies, and differentiate
tasks aligned with learning
objectives and developmental
learning progressions
Plan developmentally
appropriate, student-centered
mathematics lessons using the
three-phase lesson format and
the five practices for
orchestrating productive
mathematical discussions
Identify, apply, and evaluate a
continuum of teaching strategies
based on learning goals and
impact on student learning
Create a variety of learning
experiences suited to a diverse
group of students by modifying
content, process, and/or product
in terms or readiness and
interest
Support the development of
students mathematical thinking
through partnerships among
school, family, and community
supports