Consolidates Learning- Mining Mats

The instructor facilitates participant consolidation of participant learning.
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About this Micro-credential

Key Method

The instructor demonstrates his/her ability to effectively facilitate consolidation of participant learning by using the Mining Mats to make connections among various components throughout the day (standards talk, book club, illustrative examples, SMP segment, etc.).

Method Components

The intention of this competency is to examine the degree to which the instructor effectively facilitates consolidation of participant learning throughout the day while moving from one component to the next. A logical place to demonstrate this competency would be to examine the Mining Mats on which the participants record their learning throughout the day, but that isn't necessarily the only way in which this competency can be demonstrated.

Components of an effective facilitation of learning consolidation

Part A. Demonstrates effective ways of using the Mining Mats

  • Reminds participants to record ideas and strategies on their Mining Mats
  • Models effective use of a Mining Mat without giving too much away

Part B. Provides opportunities for participants to record their findings on the Mining Mats

  • Includes descriptions and examples of the standards
  • Includes connections to the SMPs
  • Includes strategies and activities from the Van de Walle book
  • Includes strategies and activities from the course binder or group discussion
  • Includes connections to the district-adopted resources

Part C. Uses accountability strategies to ensure participants use their Mining Mats

  • Strategically places reminders in the PowerPoint slides
  • Provides verbal prompts to remind participants to record information on the Mining Mats
  • Uses charts, white boards, or other visual cues to organize information that might be included in the Mining Mats (e.g., lists of activities from Van de Walle, posters with SMP connections, etc.)

Research & Resources

Supporting Research

Instructor provides opportunities for participants to consolidate learning


  • National Governors Association for Best Practices & Council of Chief State School Officers. (2010). Common core state standards—Mathematics. Washington DC: Author.

The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children’s cognitive development and by the logical structure of mathematics.

  • Rimbey, K. A. (2013). From the Common Core to the Classroom: A Professional Development Efficacy Study for the Common Core State Standards for Mathematics.
  • Van de Walle, J. A., et al. (2014). Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre-K-2. Pearson.
  • Van de Walle, J. A., et al. (2014). Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 3-5. Pearson.
  • Van de Walle, J. A., et al. (2014). Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 6-8. Pearson.

Submission Requirements

Submission Guidelines & Evaluation Criteria

The items in this following section detail what must be submitted for evaluation. To earn the micro-credential, you must receive a passing evaluation for each question in Parts 1 and 3, and a “Yes” for each component in Part 2.

Part 1. Overview Questions

(300 word-limit)

Part A

  • What grade level and domain are covered in this session?
  • How have your participants utilized the Mining Mats in past sessions? Did you plan anything specifically intended to help them engage at a higher level this time?

Part 2. Work Examples/Artifacts

Instructor must submit photos of participants’ Mining Mats that demonstrate consolidation of learning throughout the day. The rubric will focus on the ways in which the Mining Mats display consolidation of learning and on the instructor’s written reflection.

Part B
To view the rubric associated with this part, please download the requirements doc at the bottom of the page.

Part 3. Educator Reflection

(300-word limit for each response)

Part C

  • How did your participants’ use of the Mining Mats compare to what you planned/anticipated?
  • How might you facilitate increased usage of the Mining Mats in future sessions?

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)


Download to access the requirements and scoring guide for this micro-credential.
How to prepare for and earn this micro-credential - in a downloadable PDF document

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