50 More Strategies for Linking Assessment, Instruction, and Learning
This book shows readers how to use assessment to inform instruction and learning in the science classroom. In the bestselling first volume, Page Keeley shared 75 techniques that help K-12 science teachers determine students' understanding of key concepts and design learning opportunities that will deepend students' mastery of content and standards. Volume 2 will present 50 new strategies linked to the Next Generation Science Standards. These flexible assessments can be used with any science curriculum. The assessments include: - a description of how each technique promotes student learning - considerations for design and implementation, such as required materials, timing, modeling the technique, and grouping students - modifications for different types of students or purposes - caveats for using each technique - ways the techniques can be used in other content areas
75 Practical Strategies for Linking Assessment, Instruction, and Learning
In this essential resource, science educator Page Keeley provides teachers with guidance, suggestions and techniques for using formative assessment to improve teaching and learning in the science classroom. Based on the knowledge that good assessment practices are integral to measuring and documenting student achievement as well as informing teaching and learning, the author addresses the need to balance opportunity to learn, which includes assessment for learning, with assessment of learning. She then identifies and describes a rich and varied repertoire of purposeful strategies that weave assessment throughout instruction and learning. These techniques will help teachers become more aware of the different ideas students bring to their learning, see the connections between students' thinking and the specific ideas included in standards, and provide learning experiences that build a bridge between their students' thinking and accepted scientific ideas.
Bridging the Gap Between Three-Dimensional Standards, Research, and Practice
Curriculum Topic Study (CTS) is a professional development strategy that links science standards to curriculum, instruction, and assessment. The book was developed to be used by individual teachers, teacher teams, or in workshop settings. The CTS process will help teachers: Develop pedagogical and content knowledge Contribute to curriculum planning Define formative and summative assessment goals and strategies Learn to recognize and anticipate students' misconceptions and address them through instructional strategies, resources, and materials.
50 More Practical Strategies for Linking Assessment, Instruction, and Learning
Descriptions of how the FACTs promote learning and inform teaching, including illustrative examples, support the inextricable link between instruction and learning. Instead of a one-size fits all approach, this one-of-a-kind resource will help teachers build a bridge between students' initial ideas and correct mathematical thinking. The authors also provide important guidance with each technique, including usage tips and caveats, implementation examples and suggested modifications.
75 Practical Strategies for Linking Assessment, Instruction, and Learning
This title follows Page Keeley's bestselling book on Science Formative Assessment. It identifies and describes practical techniques teachers can use to build a rich repertoire of formative assessment strategies for teaching math.
"This book addresses the needs of teachers at every level in their teaching careers, as well as those who support and work with teachers. The processes can be used individually to guide professional learning and teaching, or within almost any professional development structure for facilitating group learning. " -Katherine E. Stiles, Senior Program Associate, WestEd "This resource supports continual professional growth of both content and pedagogical knowledge and will help teachers focus on the appropriate research. What a time saver this is!" -Rhonda Naylor, National Board Certified Mathematics Teacher Campus Middle School, Englewood, CO Attain the tools to plan and incorporate standards-based instruction that positively impacts student achievement! Becoming an accomplished mathematics teacher requires not only a thorough understanding of content, but also a familiarity with mathematics standards and research. However, a strategy for translating standards and research into instructional practice has been lacking since the advent of standards-based education reform. Mathematics Curriculum Topic Study provides a systematic professional development strategy that links mathematics standards and research to curriculum, instruction, and assessment. Developed by authors Page Keeley and Cheryl M. Rose of the Maine Mathematics and Science Alliance, the NSF-funded Curriculum Topic Study (CTS) process can help educators align their practice with research-based concepts and skills required in local, state, and national standards. Successfully field-tested with hundreds of teachers, mathematics coordinators, and staff developers, this book contains 92 ready-to-use CTS guides arranged in seven categories that are aligned with NCTM content and process standards. Designed to work in a variety of contexts, the CTS process will help teachers: Increase their content and pedagogical knowledge Better understand and access mathematics research Translate standards to the classroom in a conscious, scholarly way Learn to recognize and address learning difficulties Increase opportunities for all students to achieve mathematical literacy An essential investment toward improving student achievement in mathematics for K-12 teachers, staff developers, directors of curriculum, department chairs and math educators, this innovative resource is also appropriate for preservice teachers and preservice higher education faculty.
"This book addresses the needs of teachers at every level in their teaching careers, as well as those who support and work with teachers. The processes can be used individually to guide professional learning and teaching, or within almost any professional development structure for facilitating group learning. " -Katherine E. Stiles, Senior Program Associate, WestEd "This resource supports continual professional growth of both content and pedagogical knowledge and will help teachers focus on the appropriate research. What a time saver this is!" -Rhonda Naylor, National Board Certified Mathematics Teacher Campus Middle School, Englewood, CO Attain the tools to plan and incorporate standards-based instruction that positively impacts student achievement! Becoming an accomplished mathematics teacher requires not only a thorough understanding of content, but also a familiarity with mathematics standards and research. However, a strategy for translating standards and research into instructional practice has been lacking since the advent of standards-based education reform. Mathematics Curriculum Topic Study provides a systematic professional development strategy that links mathematics standards and research to curriculum, instruction, and assessment. Developed by authors Page Keeley and Cheryl M. Rose of the Maine Mathematics and Science Alliance, the NSF-funded Curriculum Topic Study (CTS) process can help educators align their practice with research-based concepts and skills required in local, state, and national standards. Successfully field-tested with hundreds of teachers, mathematics coordinators, and staff developers, this book contains 92 ready-to-use CTS guides arranged in seven categories that are aligned with NCTM content and process standards. Designed to work in a variety of contexts, the CTS process will help teachers: Increase their content and pedagogical knowledge Better understand and access mathematics research Translate standards to the classroom in a conscious, scholarly way Learn to recognize and address learning difficulties Increase opportunities for all students to achieve mathematical literacy An essential investment toward improving student achievement in mathematics for K-12 teachers, staff developers, directors of curriculum, department chairs and math educators, this innovative resource is also appropriate for preservice teachers and preservice higher education faculty.
The Curriculum Topic Study (CTS) process, funded by the National Science Foundation, helps teachers improve their practice by linking standards and research to core content, curriculum, instruction, and assessment. This valuable guide shows leaders how to facilitate this research-based, standards-linked approach to increase their science teachers' knowledge of effective teaching and learning and improve the quality of content-focused professional development. Keyed to the core book Science Curriculum Topic Study, this resource helps science professional development leaders and teacher educators understand the CTS approach and how to design, lead, and apply CTS in a variety of settings that support teachers as learners. The authors provide everything needed to facilitate the CTS process, including: - A solid foundation in the CTS framework - Multiple designs for half-day and full-day workshops, professional learning communities, and one-on-one instructional coaching - Facilitation, group processing, and materials management strategies - Ideas for embedding CTS in professional development programs - A CD-ROM with handouts, PowerPoint slides, and templates for developing your own CTS sessions - References to additional resources and materials By bringing CTS into schools and other professional development settings, science leaders can enhance their teachers' knowledge of content, improve teaching practices, and have a positive impact on student learning.
How to link standards and research to mathematics practice The Curriculum Topic Study (CTS) process, funded by the National Science Foundation, supports teachers in improving practice by connecting standards and research to curriculum, instruction, and assessment. Designed for facilitators, this guide provides a robust set of professional development tools, templates, and designs to strengthen mathematics programs, enhance teachers' content knowledge, identify key concepts and procedures, and improve mathematics instruction. A companion to Mathematics Curriculum Topic Study, this comprehensive guide features * A solid foundation in the CTS study process that emphasizes how to meaningfully utilize standards and learning research to improve practice * A process-driven approach that accommodates the dynamic nature of standards-adapting easily to initiatives such as the Common Core Standards for Mathematics and NCTM Focal Points * Introductory sessions that acquaint participants with the CTS process and resources * Designs and guidelines for leading common topic studies and creating your own * Practical suggestions for applying CTS to content, curriculum, instruction, and formative assessment * Examples that illustrate how to embed CTS into ongoing professional development such as collaborative inquiry into examining student thinking or case discussions * Programs for half- and full-day workshops, professional learning communities, and individual coaching * A CD-ROM with handouts, PowerPoint slides, and reproducibles Bringing CTS into schools and other professional development settings is a highly effective way for mathematics leaders to improve teaching practices and boost student learning.
