You are speaking my language!!!! I really like the levels you have described here and the fact that finding a solution in one way is the baseline, if you will. I wonder how teachers will work with students on mathematical flexibility. I worry that teachers– especially elementary base teachers who haven’t had as much training or passion about math– are not as comfortable and confident in their own mathematical flexibility. Will they teach the different methods but yet fall back on the traditional method in either assessments or their own explanations? How might they “live” the flexibility in their classroom, celebrating each method/solution that children use in such a way that the teacher truly understands it, too? ]]>

I love this for students! I think it is especially important to try to get students (and parents) to move away from the numbers as they imply a “grade,” and I think having a visual is the key. I wonder if it would be helpful to have a visual that students could easily replicate on their work–like a self-assessment before it goes to the teacher. So, a student does something, draws a quick visual (or places a quick stamp), so that the teacher immediately gets an idea of how the student feels about where he or she is at that point in time.

On another note, I have been pondering about the levels. When they are set by teachers, it appears that they are always set so the goal is Level 3 with some description of what the different levels are. Is there ever a time when we want students to achieve a level other than 3? Could it be helpful with a brand new concept for students to have the expectation (from themselves and the teacher) that the goal (for today, this lesson, etc.) is to get to Level 1? Then, in subsequent instances, the goal is to move up to Level 2, then Level 3?

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