I am frequently asked how to create a Bump It Up Walls in Mathematics.
Although maths walls may appear to be trickier, the premise is the same. The awesome thing is that the benefits to your students will also be the same! Visible learning and teaching really matters and has a huge impact on student learning.
Let’s get into the steps we need to take to get started with Bump It Up Walls in maths!
How to create a Bump It Up Wall for Mathematics
A mathematics BIUW needs a Learning Intention and leveled samples (worked examples). As with any Bump It Up Wall, you should be guided by your marking rubric. This will tell you how many levels you will need on your wall (generally A, B, C, and sometimes D standard).
- Create your A using the marking rubric. Your ‘A’ sample should be 100% correct, align with the A on your marking guide (not working beyond), and demonstrate the most efficient/preferred method.
- List the Success Criteria (‘I can’ statements) needed to achieve the A. and display below the sample.
- Once your ‘A’ is created, create your B and C levels, etc.
Again, be guided by your marking rubric. Some differentiating factors in mathematics can include accuracy of calculations, application of an effective strategy, and inclusion of all elements/steps.
- Look at the verbs in your marking guide to include skills within your success criteria. For example, ‘I can decode the question’; ‘I can decide on a strategy’; ‘I can defend my strategy/answer.’
- Once you have your samples and success criteria for each sample, you are ready to display your wall. In the early days of your unit, your student can perform a pre-test and then identify where they currently sit on the Bump It Up Wall. They will then see how they can boost their own achievement by referring to the wall.
To turn your Mathematics Bump It Up Wall into a learning wall:
- Add your marking rubric
- Add vocabulary and definitions (re-written in student language)
- A list of skills we already know that can help us
- Can I complete this using a mental method? Can I use a mental method plus some notes? Do I need to use a written method? Do I need a calculator?
- Can I explain this method to someone else?
- Include easy access to manipulatives and learning wall ‘take-aways’ such as number lines, hundred squares, MAB blocks, and protractors – whatever your students may need.
- Ensure displays are large enough to see from a few meters away and that they are at the students’ level.
- Use abstract and real-life examples to demonstrate their concept.
Tip: Integrate STAR strategy for word problems and problem-solving: https://faculty.uca.edu/ronkb/bramlett/Star%20Strategy%20Math%20intervention.pdf