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ERIC Number: EJ912473
Record Type: Journal
Publication Date: 2011-Jan
Pages: 4
Abstractor: As Provided
Reference Count: 1
ISSN: ISSN-0887-2376
Deconstructing to Instruct: The Role of Deconstruction in Instruction and Assessment in Middle School Science Classrooms
Katsh-Singer, Rebecca
Science Scope, v34 n5 p12-15 Jan 2011
We want to challenge our students, but we need to give them tasks and assessments they can realistically succeed at and are valid indicators of their learning. Deconstructing planning, teaching, and assessment can help teachers instruct and assess more appropriately, leading to more confident, motivated, and higher-achieving learners. In this article, learn how to deconstruct your approach to teaching to make sure you are asking right questions, and students are developing the right answers. (Contains 1 figure.)
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A