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ERIC Number: ED565346
Record Type: Non-Journal
Publication Date: 2014
Pages: 32
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Developing and Refining Lessons: Planning Learning and Formative Assessment for Math College and Career Ready Standards. From the College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers
Tobiason, Glory; Heritage, Margaret; Chang, Sandy; Jones, Barbara; Herman, Joan
Center on Standards and Assessments Implementation
This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students living in extreme poverty, and gifted/talented students. The series of resources addresses key shifts in learning and teaching represented in the CCRS. This resource uses the Common Core State Standards (CCSS; National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) as an example of CCRS. The processes described in this resource are applicable to all States' CCRS, including the CCSS. The content of this resource is drawn from leading theory and research about learning, teaching, and formative assessment. The purpose of this resource is to provide guidance for teachers in the design of daily lessons that support student learning of CCRS. Although it can be used in isolation, this resource draws on teacher learning and work from other resources in the CSAI series. Teachers are best prepared to use this resource if they are familiar with the Fundamentals of Learning and the development of Learning Goals and Success Criteria. This resource is divided into four sections, each of which emphasizes the use of formative assessment in lesson planning and improvement: (1) Key considerations in lesson planning with formative assessment are presented and discussed; (2) A pair of tools is introduced to support teachers in lesson planning with formative assessment; (3) The process of implementing formative assessment is discussed. Key features include eliciting evidence, interpreting evidence, responding to anticipated and unanticipated evidence, and providing feedback; and (4) Ways to use student evidence and teacher self-reflection to improve subsequent lessons are discussed. The ideas presented in these sections are integrated into five planning tools: (1) Lesson Planning with Formative Assessment; (2) Lesson Hot Spots; (3) Quick-Guide to the Fundamentals of Learning; (4) Quick-Guide to the Deliberate Acts of Teaching; and (5) Lesson Reflection. Printable versions of these tools are included at the end of the resource. Contains additional resources, references, and background materials.
Center on Standards and Assessments Implementation. 730 Harrison Street, San Francisco, CA 94107. Fax: 415-615-3200; e-mail: CSAI@wested.org; Web site: http://csai-online.org
Publication Type: Guides - Classroom - Teacher; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: Department of Education (ED); WestEd; National Center for Research on Evaluation, Standards, and Student Testing
Authoring Institution: Center on Standards and Assessments Implementation (CSAI)
IES Grant or Contract Numbers: S283B050022A