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

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

by Leslie E. Laud
     
 

Seven easy steps to differentiating math instruction for busy teachers

Staff development expert Leslie Laud provides a clear roadmap for using formative assessment to differentiate mathematics instruction for students in Grades 4–10. She presents a comprehensive framework of seven research-based practices that show teachers how

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Overview

Seven easy steps to differentiating math instruction for busy teachers

Staff development expert Leslie Laud provides a clear roadmap for using formative assessment to differentiate mathematics instruction for students in Grades 4–10. She presents a comprehensive framework of seven research-based practices that show teachers how to:

  • Get started and establish norms
  • Implement formative assessment
  • Create tiered lessons
  • Manage a multitasking classroom effectively

Tested, reviewed, and enhanced by experienced math teachers, the book includes practical examples, reproducibles, and student activities that are easy for busy teachers to implement immediately.

Product Details

ISBN-13:
9781412995245
Publisher:
SAGE Publications
Publication date:
03/28/2011
Pages:
168
Sales rank:
956,634
Product dimensions:
8.40(w) x 10.90(h) x 0.50(d)

Meet the Author

Leslie Laud has differentiated math instruction in her own classroom and in her co-teaching with her math colleagues, and has been doing so for almost two decades. She teaches an online course on Differentiated Middle School Math Instruction at Bank Street College of Education. Additionally, she has presented at many conferences both nationally and internationally, including The National Council of Teachers of Mathematics annual conference. She has also published many articles in leading journals such as Educational Leadership and Teaching Exceptional Children. She currently leads staff development groups with teachers in school systems in the Boston area. She received both her doctorate in curriculum and instruction and her master’s in special education from Teachers College, Columbia University.

Table of Contents

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

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