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Using Formative Assessment to Differentiate Mathematics Instruction, Grades 4–10
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Using Formative Assessment to Differentiate Mathematics Instruction, Grades 4–10
Seven Practices to Maximize Learning

  • Leslie Laud - Bank Street College of Education, New York, USA


March 2011 | 168 pages | Corwin
"This practical and thought-provoking book offers time-saving strategies essential for every teacher in every discipline. The numerous self-assessments demonstrate that the best formative assessments are not merely given "to" students but are an interactive learning experience involving students, teachers, and professional colleagues."

—Douglas B. Reeves, Founder

The Leadership and Learning Center

"This book provides a wealth of information for teachers and mathematics leaders to consider when implementing intervention models, RTI programs, and differentiated instruction for low achievers through high achievers."

—Don S. Balka, Professor Emeritus

St. Mary's College, Notre Dame, IN

"Many of the seemingly abstruse or vague concepts—such as differentiated instruction—come alive in the numerous vignettes. Included are many examples of ways to quickly assess relevant student background knowledge before teaching a new topic and how to use this information for tiered instruction following an RTI (Response to Intervention) model."

—From the foreword by Russel Gersten

Director, Instructional Research Group & Professor Emeritus, University of Oregon

Seven easy steps to differentiating math instruction for busy teachers

Are you able to support your struggling students while also challenging your high achievers? Abundant research supports the value of differentiating instruction to students' individual levels, but putting it into practice can be daunting. 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. She provides a comprehensive framework of seven 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.

 
List of Figures
 
Preface
 
Acknowledgments
 
About the Author
 
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?

 
Tiering by Student Characteristics

 
Tiering by Instructional Characteristics

 
Tiering Existing Textbook Lessons

 
Creating a Tiered 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 and/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
 
References
 
Index

"The powerful principles described can enhance stduents' learning of mathematics inside and outside the classroom and help teachers modify their lessons and teachings. It is a great way to enrich the teaching and learning of mathematics concepts in middle schools as well as reaching low and high achievers in the classroom."

Wladina Antoine
Farleigh Dickinson University, New Jersey
Mathematics Teaching in the Middle School, February 2012

My course is a multi-term secondary methods course. I adopted Laud's book for the second term of the course when my teacher candidate are developing their units for their student teaching. It provides a valuable perspective on assessment that treats assessment as something that is for individual students to support the teaching and learning process while providing tools to make it happen.

Dr Nicole Rigelman
Curriculum Instruction Dept, Portland State University
October 21, 2013
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Preview this book

Sample Materials & Chapters

Forewords by Russell Gersten and Dylan William

Preface


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ISBN: 9781412995245