Redefining Fair

Redefining Fair

by Damian Cooper


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Redefining Fair by Damian Cooper

In these times of changing demographics and new insight into how students learn, differentiated instruction and assessment are widely acknowledged as necessary. Outdated beliefs about fairness often, stand in the way of effective classroom implementation, however. Damian Cooper looks closely at the assumptions and realities, and provides solutions that are clear, comprehensive, engaging-and fair.

Redefining Fair also shows K-12 teachers and administrators how to:

Respond to resistance to the new assessment methods

Handle curriculum overload and plan a curriculum that focuses on essential skills

Ensure that report cards convey essential information clearly to parents and student

Product Details

ISBN-13: 9781935542148
Publisher: Solution Tree Press
Publication date: 06/11/2011
Pages: 200
Sales rank: 1,190,182
Product dimensions: 6.90(w) x 9.90(h) x 0.60(d)

Table of Contents

About The Author VII

Foreword IX

Introduction Why This Book Now? 1

The Five Imperatives 2

Chapter 1 Why Is Differentiation Essential Today? 7

Teacher Readiness to Implement Differentiated Instruction 10

Three Case Studies 11

Conclusion 19

Chapter 2 What Does "Fair" Mean in the Mixed-Ability Class? 21

Debunking the Bell Curve 21

Countering Resistance in the Classroom 26

Conclusion 30

Chapter 3 How Should Curriculum and Assessment Connect in the Mixed-Ability Class? 31

Planning With the End in Mind 34

Essential Learning Versus Coverage of Everything 40

Conclusion 42

Chapter 4 How Should I Assess Students' Needs in the Mixed-Ability Class? 43

On What Basis Should Teachers Differentiate Instruction? 45

Conclusion 54

Chapter 5 What Does Excellence Look Like in the Mixed-Ability Class? 55

Teacher Training 55

The Standards Movement 57

Defining Excellence 59

Creating the Conditions for Excellence to Thrive 62

Conclusion 72

Chapter 6 How Should I Assess Learning In the Mixed-Ability Class? 73

Understanding the Relationship Between Assessment for Learning and Assessment of Learning 74

Scaffolding and Assessment 85

The Negative Impact of Scores and Grades 85

Conclusion 87

Chapter 7 How Should Assessment and Instruction Connect in the Mixed-Ability Class? 89

Beginning With Students' Strengths and Deficits 90

Empowering Students 91

The Differentiated Lesson: Begin With a Common Plan 96

Scaffolding: Why? Who? What? When? How? 98

Conclusion 102

Chapter 8 How Should Assessment Be Matched to Students'Needs? 105

Planning Assessment Tasks With Your Students in Mind 107

Assessing Essential Learning 112

Balanced Assessment: Write, Do, and Say 114

Assessment Tools That Encourage Learning 116

Conclusion 121

Chapter 9 How Do I Grade Learning in the Mixed-Ability Class? 123

When to Use Norm-Referenced Grading 124

When to Use Criterion-Referenced Grading 126

When to Use Self-Referenced Grading 129

What Are the Attributes of High-Quality Grades? 129

Principles for Sound and Supportive Grading 134

Conclusion 138

Chapter 10 How Can I Report Effectively to Students in the Mixed-Ability Class and to Their Parents? 141

What Are Parents Looking For? 141

Clarity About the Meaning of Grades on Report Cards 148

Can Grades Communicate Both Progress and Achievement? 152

Reporting for Students With Special Needs 154

Conclusion 156

Epilogue 157

Appendix Reproducibles 159

References And Resources 181

Index 187

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