The Third National Convening of Woodrow Wilson Teaching Fellows

Supporting students to think conceptually in mathematics helps them move beyond the computational level of comprehension. Asking various levels of questions throughout a math lesson allows the teacher to probe the students’ level of learning and adjust the complexity of the math activities based on the learners’ needs. Teachers can embed different levels of questioning from Bloom’s Taxonomy into a specific learning target to inquire about the students’ levels of understanding and interest in a mathematical topic. The objective of this session is to push participants to apply Bloom’s Taxonomy in constructing assessments of learning. Participants will utilize the following strategies during activity time: creating specific learning targets, making formative assessments to evaluate student learning and interest, and developing exit quizzes that provide teachers with quick feedback about their lessons. Participants will use specific learning targets to craft a variety of assessment questions that teachers can ask to quickly gauge student thinking and interests, in a matter of three to five minutes.