# Results for: “Briars, Diane J.”

1 eBook

## Chapter 4: Implementing the Teaching-Assessing-Learning Cycle |
Briars, Diane J. | Solution Tree Press | ePub | ||||

—Dylan Wiliam The focus of this chapter is to illustrate the appropriate use of ongoing student assessment as part of an interactive, cyclical, and systemic collaborative team When led well, ongoing unit-by-unit mathematics assessments—whether in-class, during the lesson checks or end-of-unit assessment instruments like tests, quizzes, or projects—serve as a feedback bridge within the teaching-assessing-learning cycle. The cycle requires your team to identify core learning targets or standards for the unit, create cognitively demanding common mathematics tasks that reflect the learning targets, create in-class formative assessments of those targets, and design common assessment instruments to be used during and at the end of a unit of instruction. See All Chapters |
|||||||

## Chapter 5: Implementing Required Response to Intervention |
Briars, Diane J. | Solution Tree Press | ePub | ||||

—Roland Barth As the curriculum is written, the learning targets are set, and your assessments are in place, your instructional processes need to meet the needs of |
|||||||

## Appendix A: Standards for Mathematical Practice |
Briars, Diane J. | Solution Tree Press | ePub | ||||

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report |
|||||||

## Appendix B: Standards for Mathematical Content, Grade 6 |
Briars, Diane J. | Solution Tree Press | ePub | ||||

In Grade 6, instructional time should focus on four critical areas: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking. (1) Students use reasoning about multiplication and division to solve ratio and rate problems about quantities. By viewing equivalent ratios and rates as deriving from, and extending, pairs of rows (or columns) in the multiplication table, and by analyzing simple drawings that indicate the relative size of quantities, students connect their understanding of multiplication and division with ratios and rates. Thus students expand the scope of problems for which they can use multiplication and division to solve problems, and they connect ratios and fractions. Students solve a wide variety of problems involving ratios and rates. See All Chapters |
|||||||

## Chapter 1: Using High-Performing Collaborative Teams for Mathematics |
Briars, Diane J. | Solution Tree Press | ePub | ||||

—NGA & CCSSO Students arrive at middle school with many challenges, and grades 6–8 teachers are expected to ensure all students achieve proficiency in the rigorous Standards for mathematics content as well as the Standards for Mathematical Practice described in the CCSS. How can you successfully help your middle school students achieve these expectations? One of the characteristics of high-performing and high-impact schools that are successfully closing achievement gaps is their focus on teacher collaboration as a key to improving instruction and reaching all students (Education Trust, 2005; Kersaint, 2007). A collaborative culture is one of the best ways for teachers to acquire both the instructional knowledge and skills required to meet this challenge, as well as the energy and support necessary to reach all students (Leithwood & Seashore Louis, 1998). Seeley (2009) characterizes this challenge by noting, “Alone we can accomplish great things. … But together, with creativity, wisdom, energy, and, most of all commitment, there is no end to what we might do” (pp. 225–226). See All Chapters |