Connect data and instruction to improve practice

Gathering data and using it to inform instruction is a requirement for many schools, yet educators are not necessarily formally trained in how to do it. This book helps bridge the gap between classroom practice and the principles of educational psychology. Teachers will find cutting-edge advances in research and theory on human learning and teaching in an easily understood and transferable format. The text's integrated model shows teachers, school leaders, and district administrators how to establish a data culture and transform quantitative and qualitative data into actionable knowledge based on: Assessment; Statistics; Instructional and differentiated psychology; Classroom management

Differentiating Instruction Using Formative Assessments17
Differentiating instruction using formative assessments

Differentiating instruction is a fundamental concept in education. The premise is that teachers provide different forms of instructional methods, materials, and assessments for different students based on their cognitive, affective, physical, and cultural needs. The concept is not new. Differentiation focuses on differences in readiness, interest, opportunities to learn, and other factors. It has been called many things over the years such as adaptive instruction (Corno, 2008; Snow, 1980) and is similar to the notions of aptitude treatment interactions (ATI; Cronbach, 1957; Cronbach & Snow, 1977). In ATI, students with different aptitudes have been found to respond differently to different instructional methods. Higher ability students may perform relatively better than lower ability students with certain instructional ...

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