Description:
Many math PLCs examine student work without ever getting beneath the right or wrong answers. Teams spend valuable meeting time reviewing scores, sorting students, and identifying who needs reteaching, yet still leave without knowing what students understand, how they reasoned, or why they struggled. The result is plenty of data but no clear instructional next move.
In this interactive PLC Lab, participants will learn a practical process for making student thinking visible. Using focused questions, teams will examine strategies, representations, strengths, partial understandings, and misconceptions; identify patterns across student work; and choose a shared, high-impact instructional response. Participants will leave with a routine they can use immediately to move their next PLC conversation from student results to student thinking—and from student thinking to action.
Objectives
Participants will:
- Distinguish between reviewing student results and analyzing evidence of mathematical thinking.
- Use focused questions to identify student strategies, strengths, partial understandings, and misconceptions.
- Translate patterns across student work into a clear, shared instructional response and determine what evidence the team will collect next.