Checkpoint

Checkpoints are an opportunity for students to pause, see how other groups have been tackling the task, and consider possible solutions to difficulties that groups might be facing. 

As students are working, Checkpoints can be used to pause the class to share interim progress and address any issues that groups may be facing.

In a Checkpoint, students account for their progress by explaining what they have done and share any challenges encountered. It is an opportunity for them to see how other groups have been tackling the task. Using a Checkpoint as a whole class activity enables a teacher to emphasise and build on good practices and good mathematical ideas. Revisiting the task posed at the start of the lesson or investigation in a Checkpoint prompts students to consider what they will need to do next to work towards a solution; this ensures that momentum in the inquiry is maintained.

Sharing progress in a Checkpoint enables a teacher to showcase the ideas that different groups are exploring and build on productive practices. This builds a sense of contributing to a collective understanding and progress towards a solution. It is not necessary for all groups to share in each session: select groups who demonstrate a range of approaches. If groups are not moving in a desired direction, the teacher can plant the ‘seed’ of an idea with a group to be able to build on in the whole class.

Checkpoints allow students to:Checkpoints allow teachers to:
  • account for their progress by explaining what they have done and answering any requests for clarification.
  • see how other groups have worked on the task.
  • present any challenges they are facing and seek ideas to help them move forward.
  • revisit the inquiry question to consider what they will need to do next.
  • ensure sufficient appropriate mathematical evidence is being gathered.
  • analyse other groups’ ideas and provide constructive feedback, which has the potential to improve thinking and ideas.
  • highlight student ideas which have the potential to improve the quality of the mathematical ideas in other groups.
  • model clarifying questions and feedback that focuses on the mathematics.
  • encourage students to refine plans or build further on their ideas.
  • validate challenges as a normal part of problem solving.
  • prompt students to consider an alternative pathway if the current one is unproductive.
  • refocus the inquiry to maintain momentum.

Discuss with your colleagues:

  • What opportunities does a Checkpoint offer students?
  • Are there other pedagogical tools do you use with your students which perform a similar role?