Summary
Contents
Subject index
Seven easy steps to differentiating math instruction for busy teachers
Are you able to support your struggling students while also challenging your high achievers? Research clearly shows the value of using formative assessment to differentiate mathematics instruction, but putting it into practice can be daunting. This book makes it much easier! Staff development expert and former math teacher Leslie Laud provides a clear roadmap for using formative assessment to differentiate mathematics instruction for students in Grades 4–10, using strategies ideal for a Response to Intervention (RTI) model. She presents a comprehensive framework of research-based practices that show how to: Get started and establish norms; Implement formative assessment; Create tiered lessons; Manage a multitasking classroom effectively
Tested and enhanced by experienced math teachers, the book's strategies are designed for use in conjunction with any curriculum or textbook. Included are a wealth of practical examples, reproducibles, and student activities—all developed with effective time management in mind. Whether you are just starting or interested in enhancing your mathematics instruction, this book will prove an invaluable resource.
Getting Started and Establishing Norms
Getting Started and Establishing Norms
In the following vignettes, these teachers choose to enhance how they use formative assessment data to differentiate instruction in alternative ways. They all begin in different places and pursue individualized goals.
Ms. Chou decided to enhance how she used formative assessment to differentiate instruction after first identifying practices she already used, such as giving differentiated homework assignments and tests. She decided her next step would be giving diagnostic preassessments before units. Though she usually knew where her students were, a colleague reminded her that preassessments also benefit the students when they self-correct them and get an idea of what they need to work on. As an example, on a trial preassessment, one typically high-achieving student only scored ...
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