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This casebook is intended to support professionals who are working
in a variety of contexts to use classroom-based assessment more
effectively to support teacher learning and teaching change, and to
enhance the opportunities for all students to develop mathematical
power. It grows out of a collaboration of mathematics teachers and
teacher educators, and mathematicians, to better understand the
role of assessment as an ongoing activity to help teachers reshape
their own teaching practices. At the heart of each case is using
assessment to make sense of what students understand and what they
are confused about, deciding what counts as evidence of that
understanding, and using the analysis to consider what the
teacher's next instructional moves might be. All of the cases in
this volume are built around actual episodes from mathematics
classrooms. Intended as decision-making exercises, they present the
raw data of classroom events in a straightforward way and are
designed to stimulate analysis and reflection; provoke various and
sometimes conflicting interpretations of an event; bring to the
fore deeply held beliefs of beginning and experienced teachers so
they can be reconsidered; and engage professionals in pedagogical
problem solving in the context of complex classroom settings. This
volume reflects the growing interest in cases as a pedagogical tool
in teacher professional development. The cases are organized to
take up key themes of the NCTM Professional Teaching Standards in
ways that will assist and support teachers, teacher educators, and
curriculum and staff development specialists in learning to assess
and in linking assessment with curriculum, teaching, and learning.
Although each case contains many ideas for linking assessment with
curriculum and instruction, the most powerful use of these
materials resides in their design intended to foster conversations
among groups of professional colleagues. The editors' field-testing
of the cases--in
This casebook is intended to support professionals who are working
in a variety of contexts to use classroom-based assessment more
effectively to support teacher learning and teaching change, and to
enhance the opportunities for all students to develop mathematical
power. It grows out of a collaboration of mathematics teachers and
teacher educators, and mathematicians, to better understand the
role of assessment as an ongoing activity to help teachers reshape
their own teaching practices. At the heart of each case is using
assessment to make sense of what students understand and what they
are confused about, deciding what counts as evidence of that
understanding, and using the analysis to consider what the
teacher's next instructional moves might be.
All of the cases in this volume are built around actual episodes
from mathematics classrooms. Intended as decision-making exercises,
they present the raw data of classroom events in a straightforward
way and are designed to stimulate analysis and reflection; provoke
various and sometimes conflicting interpretations of an event;
bring to the fore deeply held beliefs of beginning and experienced
teachers so they can be reconsidered; and engage professionals in
pedagogical problem solving in the context of complex classroom
settings.
This volume reflects the growing interest in cases as a
pedagogical tool in teacher professional development. The cases are
organized to take up key themes of the NCTM Professional Teaching
Standards in ways that will assist and support teachers, teacher
educators, and curriculum and staff development specialists in
learning to assess and in linking assessment with curriculum,
teaching, and learning. Although each case contains many ideas for
linking assessment with curriculum and instruction, the most
powerful use of these materials resides in their design intended to
foster conversations among groups of professional colleagues. The
editors' field-testing of the cases--in initial teacher
certification courses and in in-service workshops--has shown that
they prompt engaging and demanding analysis through a variety of
analytic lenses.
A videotape containing vignettes for four of the cases in the
"Casebook" is available with this book. Transcriptions of the video
vignettes are printed in the case materials in the book. Course
instructors and professional development facilitators will need
both the "Casebook" and the videotape and should order the
Casebook/Video set. The video can also be ordered separately.
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