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IECED 460 SMART Goal

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.

Ive seen
or heard of
this but
dont
remember
anything
about it.

Ive
never
seen or
heard of
this.

I know:
The three stages of backward
design for unit and lesson
planning
National and state learning
goals for mathematical
content and
practices/processes in grades
PreK-3
The typical developmental
learning progressions for
mathematical content and
practices
Methods, purposes, and
qualities of formative and
summative assessment
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
The three types of early
childhood learning
experiences for mathematics
and science
A continuum of
developmentally appropriate,
student-centered teaching
strategies
The five strands of
mathematical proficiency
Evidence-based practices to
address common areas of
need and intervention
strategies in mathematics
Methods of differentiating
instruction to address

X
X

X
X

X
X

X
X

IECED 460 SMART Goal


students learning strengths
and needs
The 3 defining features of
inclusion

The difference between


modifications and
accommodations in
mathematics instruction
The five co-teaching models

Universal Design for Learning


in the context of mathematics
instruction

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.

Ive seen or
heard of
this but
dont
remember
anything
about it.

Ive never
seen or
heard of
this.

I am able to:
Use backwards design to
analyze and to plan
mathematics lessons
Identify and explain the most
important concepts, knowledge,
and skills for the mathematical
content
Identify and describe significant
mathematical
practices/processes
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 unit/lesson learning
objectives to measure learning
progress, to evaluate the impact
of teaching on student learning,
and to differentiate
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, the
five practices for orchestrating
productive mathematical
discussions, and Universal

X
X

X
X

IECED 460 SMART Goal


Design for Learning

Identify, apply, and evaluate a


continuum of teaching strategies
based on learning goals and
impact on student learning and
mathematical proficiency
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
Implement accommodations and
modifications to meet the needs
of students based on their
individual characteristics and to
create meaningful and inclusive
educational opportunities
Support the development of
students mathematical thinking
through partnerships among
school, family, and community
supports

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