• One strategy I recently observed a teacher using was process exemplar for math. I think it is an excellent strategy for teachers to assess students and collect data that will help adjust math instruction and grasp where their students are. Teachers can collect samples of students thinking by having them explain their process of how they got their answer. Students will record each step in their thinking and describe how they solved it. Then, teachers can really see how well their students understand the material or intervene if they develop any misconceptions. It also provides students with information about their thinking process that helps them understand the concepts better, and it teaches them that there is more than one way to solve a problem. It can also be paired with an interview where the teacher asks several higher-level thinking questions to deepen their learning and understanding of the process. It can be used with a checklist to help teachers understand how well they understand and are mastering the concepts. The teacher I observed had a 4,3,2,1 rubric, and as the students explained their thinking and how they got their answer, she took notes and circled that number that best fit where the student was. Then, she used that data to determine groupings and where she needed to adjust instruction.

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