FIG+&+Exchanges+Menus

=Enter text here (Mickey will kick things off); select the "edit" button on the page and then you can either cut and paste text from a word processed file into the editing window that comes up or type in text directly. Don't worry about funky formatting that may appear (I'll fix that later)and don't try to mess with an actual table--it's less straightforward than it may seem and not generally worth the trouble...=

3. How do the assessments in a course align with the variety of mathematical behaviors and outcomes faculty value? 4. During class, which student behaviors are acknowledged by faculty, treated as valuable, or praised? 5. What evidence is there about the mathematical behaviors that students see as important? 6. Which kinds of tasks and questions help students engage in the most important types of mathematical activity? (observation companion--what kinds of questions are asked in discussions (answers, procedures, explanations, justifications).
 * Fig Menu || Reciprocal Observations Menu ||
 * 1. Pick a particular sticky topic, use student work to develop a catalog of common misconceptions, create tasks that unearth and help students construct more developed understanding, review and revise tasks based on student work on the new tasks. || 1. How am I using students existing knowledge in my lessons? ||
 * 2. What do students think it means it do mathematics? (What counts as evidence? what makes an explanation sound? How do they know they are good at math or not?) || 2. What sorts of questions do I ask students about their work? (give answers, explain procedures, justify procedures, evaluate and compare solutions?) ||


 * Here's a framework for thinking about an inquiry process related standards-based tasks and student work:**

Bring tasks for faculty to review before assigning to group (reference CR standards pertinent to work-could pick a single standard to unite sessions) __Designing faculty: __ State the goals of the assignment and how it fits into the unit and how it is intended to help reach goals __Participating faculty: __ Identify the skills required for the task Do the task Analyze how task relates to goals and CR standards Make suggestions for revision based on the analysis __Designing faculty:__ Responds to feedback Consult research, curricular resources, and/or outside experts [others could be involved here as well; could also happen at outset of process]

__All faculty (participants and designers) __ Assign tasks (multiple faculty can use tasks with variations or single faculty can vary task across classes, or vary implementation). Return to group with student work Revise again based on findings of what students did with task as per student work procotol b (the one used at SFCC)