# Results for: “Kanold, Timothy D.”

2 eBooks

## Appendix E: How the Mathematics at Work High-Leverage Team Actions Support the NCTM Principles to Actions: Ensuring Mathematical Success for All |
Kanold, Timothy D. | Solution Tree Press | ePub | ||||

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## Chapter 3 |
Kanold, Timothy D. | Solution Tree Press | |||||

CHAPTER 3 After the Unit You can’t learn without feedback. . . . It’s not teaching that causes learning. It’s the attempts by the learner to perform that cause learning, dependent upon the quality of the feedback and opportunities to use it. A single test of anything is, therefore, an incomplete assessment. We need to know whether the student can use the feedback from the results. —Grant Wiggins Teachers have just taught the unit and given the common end-of-unit assessment (developed through high-leverage team actions 3 and 4). What should happen next? Did the students reach the proficiency targets for the essential learning standards of the unit? As a school leader, how do you know? More important, what are the responsibilities for each of your collaborative teams after the unit ends? The after-the-unit high-leverage team actions support steps four and five of the PLC teaching-assessinglearning cycle (see figure 3.1, page 102). Think about when your teachers pass back an end-of-unit assessment to their students. Did assigning the students a score or grade motivate them to continue to learn and to use the results as part of a formative learning process? Did the process of learning the essential standards from the previous unit stop for the students as the next unit began? In a PLC culture, the process of student growth and demonstrations of learning never stop. See All Chapters |
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## Chapter 3 After the Unit |
Kanold, Timothy D. | Solution Tree Press | ePub | ||||

—Grant Wiggins Teachers have just taught the unit and given the common end-of-unit assessment (developed through high-leverage team actions 3 and 4). What should happen next? Did the students reach the proficiency targets for the essential learning standards of the unit? As a school leader, how do you know? More important, what are the responsibilities for each of your collaborative teams after the unit ends? The after-the-unit high-leverage team actions support steps four and five of the PLC teaching-assessing-learning cycle (see figure 3.1, page 102). See All Chapters |
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## Appendix B: Standards for Mathematical Practice Evidence Tool |
Kanold, Timothy D. | Solution Tree Press | ePub | ||||

Students: • Check intermediate answers, and change strategy if necessary • Think about approaches to solving the problem before beginning • Draw pictures or diagrams to represent given information • Have the patience to complete multiple examples in trying to identity a solution • Start by working a simpler problem • Make a plan for solving the problem In the classroom: • Student teams or groups look at a variety of solution approaches and discuss their merits. • Student teams or groups compare two different approaches to look for connections. • Students discuss with their peers whether a particular answer is possible in a given situation and explain their thinking. See All Chapters |
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## Appendix D |
Kanold, Timothy D. | Solution Tree Press | |||||

APPENDIX D Sources for Higher-Level-Cognitive-Demand Tasks Common Core Conversation www.commoncoreconversation.com/math-resources.html Common Core Conversation is a collection of more than fifty free website resources for the Common Core State Standards in mathematics and ELA. EngageNY Mathematics www.engageny.org/mathematics The site features curriculum modules from the state of New York that include sample assessment tasks, deep resources, and exemplars for grades preK–12. Howard County Public School System Secondary Mathematics Common Core https://secondarymathcommoncore.wikispaces.hcpss.org This site is a sample wiki for a district K–12 mathematics curriculum. Illustrative Mathematics www.illustrativemathematics.org The main goal of this project is to provide guidance to states, assessment consortia, testing companies, and curriculum developers by illustrating the range and types of mathematical work that students will experience upon implementation of the Common Core State Standards for mathematics. See All Chapters |