Example A
Example B
The evidence displayed above is from a money related activity called a money spider. In this activity, students had to place a value on the abdomen of the spider and needed to come up with combinations that equalled that value on each of the spider’s legs. Students had the option of using coins or writing the value on the legs to represent the different combinations that could come up with. At the conclusion of the activity, students were asked to sit on the carpet and share what combinations they came up with to a partner and then share with the rest of the class. I modelled the activity to the class before they had their turn. Throughout the activity, I would check for understanding by asking students to explain how and why they came up with their combinations. The money spider activity was double sided so that students could try a different value and combinations, or they could try a higher order thinking question to extend their learning.
Evidence of Student Learning: Year 1/2 Money Spider Sample
In the education field, researchers generally agree that constructivism is a…
