* Infer what students are thinking,
* Provide effective feedback,
* Decide on next instructional moves, and
* Grow as a professional.
Brookhart and Oakley then guide teachers through the next steps: clarify learning goals, increase the quality of classroom assessments, deepen your content and pedagogical knowledge, study student work with colleagues, and involve students in the formative learning cycle. The book's many authentic examples of student work and teacher insights, coaching tips, and reflection questions will help readers move from looking at student work for correctness to looking at student work as evidence of student thinking.
|Product dimensions:||7.00(w) x 10.00(h) x 0.50(d)|
About the Author
Alice Oakley cofounded Education Resource Group (ERG) in 2004. Its mission is to provide high-quality staff development services that promote the growth of all learners. A lifelong educator, Oakley has taught elementary, middle, and high school classes including science, social studies, and English language arts. She was also a curriculum facilitator at the school level and then moved to the district office to be part of the formative assessment team. Since cofounding ERG, Oakley has coached adults and led professional development in a variety of settings in preK–12 education. As a National Board Certified Teacher, she has developed materials for classroom teachers, instructional leaders, administrators, and parents on a variety of academic topics, instructional methods, and human behaviors. Oakley has a bachelor's degree in early and middle grades education from Radford University and a master's degree in curriculum and instruction from the University of North Carolina at Greensboro.
Table of Contents
1 Looking at Student Work 1
2 Inferring What Students Are Thinking 11
3 Providing Effective Feedback 40
4 Deciding on Next Instructional Moves 70
5 Supporting Professional Development 90
6 Looking at Student Work in a New Way 114
About the Authors 131