Using formative assessment to differentiate mathematics instruction, grades 4-10 : seven practices to maximize learning - Laud, Leslie; National Council of Teachers of Mathematics (Thousand Oaks, Calif. : Corwin, 2011)
Machine generated contents note: 1.Getting Started and Establishing Norms -- Getting Started -- Establishing Class Norms -- 2.Formative Assessment -- What is Formative Assessment? -- Where Am I? Involving Students in Self-Assessment -- Where Am I Going? Conveying Criteria or Learning Targets -- How Will I Get There? Providing Feedback -- Impact of Assessment on Confidence and Motivation -- 3.Tiered Instruction -- What Is a Tiered Lesson? -- Differentiating by Student Characteristics -- Tiering by Instructional Characteristics -- Tiering Existing Textbook Lessons -- Creating a Differentiated Lesson -- 4.Supporting Students Who Are Low Achieving -- Differentiating Instruction in Basic Facts -- Differentiating for Conceptual Understanding -- Differentiating Procedural Support -- 5.Challenging Students Who Are High Achieving -- Exemptions Based on Prior Knowledge or Pace of Learning -- Opportunities for Higher Order Math -- Strategies to Avoid -- Importance of Challenge -- 6.Time-Saving Management Strategies -- Planning Lessons and Units -- Managing Students Working on Different Tasks -- Assigning Homework -- Grading -- Wrap Up -- Suggested Resources.
"A joint publication [with] National Council of Teachers of Mathematics."
Includes bibliographical references and index.
Keywords: Mathematics -- Study and teaching (Middle school); Mathematics -- Study and teaching (Secondary); Curriculum planning; Curriculum evaluation