Collect the data you need to reach every student! When it comes to meeting the rigorous new standards of the Common Core Curriculum, knowing how to collect, analyze, and use data makes all the difference. Fully updated to support the Common Core and other key standards, this informative book shares an author with the best-selling Differentiated Instructional Strategies: One Size Doesn’t Fit All. Veteran educators Gregory and Kuzmich provide user-friendly techniques for gathering qualitative and quantitative information, helping you tailor instruction and assessment for diverse learners. This resource is ideal for classroom teachers, curriculum developers, instructional leaders, and district administrators. Readers will find: Step-by-step guidance on gathering data to improve classroom dynamics, pinpoint student learning styles, adjust lessons for different learners, and inform diagnostic teaching and assessment Techniques for using data to enhance curriculum, including numerous unit and lesson plans fully linked to the Common Core A wealth of templates for fast and simple data collection Updated differentiation strategies for the Common Core and other key standards, including the Career and College Readiness Standards and the Standards of Mathematical Practice
Chapter 4: Curriculum Approaches for Data Driven Instruction
Curriculum Approaches for Data Driven Instruction
Curriculum Mapping and Data Driven Instruction
Problem-based mathematics has led to a difficult paradigm shift for many districts. In one Colorado district, teachers at the middle school level learned new methods of teaching problem-based math using small groups of students engaged in solving complex problems. Soon after middle school level teachers were trained, high school teachers began learning these methods and curriculum.
Elementary assessment results in math were pretty good, so the curriculum and learning approaches were not adjusted. However, this district noted that at the middle level, around seventh or eighth grade, the scores fell off a cliff and continued downward at the high school level. The district leaders began to question the problem-based ...