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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.

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

I’ve seen or
heard of this
but don’t
remember
anything
about it.

I’ve never
seen or
heard of
this.

I know:
X

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
Number and Operations and
Algebra), 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

X

X

X

X

The three-phase lesson format
for developmentally appropriate,
student-centered mathematics
lessons, including the teacher
actions for each phase
The five practices for
orchestrating productive
mathematical discussions
A continuum of developmentally

X

X

appropriate, student-centered
teaching strategies
The five strands of mathematical
proficiency
Methods of differentiating
instruction to address students’
learning strengths and needs

X
X

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.

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

I’ve seen or
heard of this
but don’t
remember
anything about
it.

I am able to:
Use backwards design for lesson
and unit plans

X

Identify and explain the most
important concepts, knowledge, and
skills for the mathematical content
within Number and Operations and
Algebra
Identify and describe significant
mathematical practices/processes

X

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
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

X

X

X

X

X

I’ve never
seen or
heard of
this.

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

X

X

X