Cognition-based Assessment and Teaching of Multiplication and Division PDF Download
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Author: Michael T. Battista
Publisher: Heinemann Educational Books
ISBN: 9780325043449
Category : Education
Languages : en
Pages : 0
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Book Description
Designed to work with any curriculum, Cognition-Based Assessment and Teaching will enable you to better understand and respond to your students' learning needs and help you choose instructional activities that are best for them. Michael Battista offers a learning-progressions model for maximizing each student's progress&— helping students who are behind catch up, preventing future failures from occurring, and helping students who are ready move quickly ahead. Cognition-Based Assessment and Teaching will help you will all three tiers in RTI. Battista's approach emphasizes three key components that support students' mathematical sense making and proficiency: determining students' levels of sophistication in reasoning; assessing and monitoring the development of students' understanding of core ideas; and, differentiating instruction to meet individual students' learning needs. Using a research-based framework that describes the development of students' thinking and learning in terms of levels of sophistication, a “cognitive terrain” that includes ascents and plateaus, Battista shows how teachers can build on their students' reasoning with instruction that keeps them moving ever upwards.--Publisher.
Author: Michael T. Battista
Publisher: Heinemann Educational Books
ISBN: 9780325043449
Category : Education
Languages : en
Pages : 0
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Book Description
Designed to work with any curriculum, Cognition-Based Assessment and Teaching will enable you to better understand and respond to your students' learning needs and help you choose instructional activities that are best for them. Michael Battista offers a learning-progressions model for maximizing each student's progress&— helping students who are behind catch up, preventing future failures from occurring, and helping students who are ready move quickly ahead. Cognition-Based Assessment and Teaching will help you will all three tiers in RTI. Battista's approach emphasizes three key components that support students' mathematical sense making and proficiency: determining students' levels of sophistication in reasoning; assessing and monitoring the development of students' understanding of core ideas; and, differentiating instruction to meet individual students' learning needs. Using a research-based framework that describes the development of students' thinking and learning in terms of levels of sophistication, a “cognitive terrain” that includes ascents and plateaus, Battista shows how teachers can build on their students' reasoning with instruction that keeps them moving ever upwards.--Publisher.
Author: Michael Battista
Publisher:
ISBN: 9780325043463
Category : Education
Languages : en
Pages :
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Book Description
""For many students, traditional instruction is so distant from their needs that each day they make little or no learning progress and fall farther and farther behind curriculum demands. In contrast, Cognition-Based Assessment offers a framework to support teaching that enables ALL students to understand, make personal sense of, and become proficient with mathematics." ""-"Michael Battista Designed to work with any curriculum, Cognition-Based Assessment and Teaching will enable you to better understand and respond to your students' learning needs and help you choose instructional activities that are best for them. Michael Battista offers a powerful, learning-progressions model for maximizing each student's progress- helping students who are behind catch up, preventing future failures from occurring, and helping students who are ready move quickly ahead. Cognition-Based Assessment and Teaching will help you will all three tiers in RTI. Battista's approach emphasizes three key components that support students' mathematical sense making and proficiency: Determining students' levels of sophistication in reasoning Assessing and monitoring the development of students' understanding of core ideas Differentiating instruction to meet individual students' learning needs Using a research-based framework that describes the development of students' thinking and learning in terms of levels of sophistication, a "cognitive terrain" that includes ascents and plateaus, Battista shows how teachers can build on their students' reasoning with instruction that keeps them moving ever upwards. Also Available: Addition and Subtraction Multiplication and Division Place Value
Author: Michael T. Battista
Publisher: Heinemann Educational Books
ISBN: 9780325043456
Category : Education
Languages : en
Pages : 0
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Book Description
Designed to work with any curriculum, Cognition-Based Assessment and Teaching will enable you to better understand and respond to your students' learning needs and help you choose instructional activities that are best for them. Michael Battista offers a learning-progressions model for maximizing each student's progress&— helping students who are behind catch up, preventing future failures from occurring, and helping students who are ready move quickly ahead. Cognition-Based Assessment and Teaching will help you will all three tiers in RTI. Battista's approach emphasizes three key components that support students' mathematical sense making and proficiency: Determining students' levels of sophistication in reasoning Assessing and monitoring the development of students' understanding of core ideas Differentiating instruction to meet individual students' learning needs Using a research-based framework that describes the development of students' thinking and learning in terms of levels of sophistication, a “cognitive terrain” that includes ascents and plateaus, Battista shows how teachers can build on their students' reasoning with instruction that keeps them moving ever upwards.--Publisher.
Author: Michael Battista
Publisher: Heinemann Educational Books
ISBN: 9780325043432
Category : Education
Languages : en
Pages : 0
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Book Description
Designed to work with any curriculum, this title will enable teachers to better understand and respond to their students' learning needs and help readers choose instructional activities that are best for them.
Author: Beth McCord Kobett
Publisher: Corwin Press
ISBN: 1544374925
Category : Education
Languages : en
Pages : 189
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Book Description
"This book is a game changer! Strengths-Based Teaching and Learning in Mathematics: 5 Teaching Turnarounds for Grades K- 6 goes beyond simply providing information by sharing a pathway for changing practice. . . Focusing on our students’ strengths should be routine and can be lost in the day-to-day teaching demands. A teacher using these approaches can change the trajectory of students’ lives forever. All teachers need this resource! Connie S. Schrock Emporia State University National Council of Supervisors of Mathematics President, 2017-2019 NEW COVID RESOURCES ADDED: A Parent’s Toolkit to Strengths-Based Learning in Math is now available on the book’s companion website to support families engaged in math learning at home. This toolkit provides a variety of home-based activities and games for families to engage in together. Your game plan for unlocking mathematics by focusing on students’ strengths. We often evaluate student thinking and their work from a deficit point of view, particularly in mathematics, where many teachers have been taught that their role is to diagnose and eradicate students’ misconceptions. But what if instead of focusing on what students don’t know or haven’t mastered, we identify their mathematical strengths and build next instructional steps on students’ points of power? Beth McCord Kobett and Karen S. Karp answer this question and others by highlighting five key teaching turnarounds for improving students’ mathematics learning: identify teaching strengths, discover and leverage students’ strengths, design instruction from a strengths-based perspective, help students identify their points of power, and promote strengths in the school community and at home. Each chapter provides opportunities to stop and consider current practice, reflect, and transfer practice while also sharing · Downloadable resources, activities, and tools · Examples of student work within Grades K–6 · Real teachers’ notes and reflections for discussion It’s time to turn around our approach to mathematics instruction, end deficit thinking, and nurture each student’s mathematical strengths by emphasizing what makes them each unique and powerful.
Author: Gerald Tindal
Publisher: Prentice Hall
ISBN: 9780675209137
Category : Education
Languages : en
Pages : 470
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Book Description
Author: Ian James Dempsey
Publisher: Purdue University Press
ISBN: 9781557534149
Category : Health & Fitness
Languages : en
Pages : 420
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Book Description
The first Austalasian text on community disability services to provide a ready source of evidence based practice and service management guidelines. It seeks to provide an integration of principles, policy and practice in disability service provision in the 21st century.
Author: Ryan Matthew Harrison
Publisher:
ISBN:
Category :
Languages : en
Pages : 355
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Book Description
Abstract: Teachers' knowledge of mathematical content and children's mathematical thinking have been identified as critical elements related to teachers' ability to effectively teach mathematics (Fennema & Franke, 1992; Kazemi & Franke, 2001; Ma, 1999; Peterson, Carpenter, & Fennema, 1989). Literature on teachers' knowledge suggests that teachers need not only to hold a deep understanding of the mathematics they teach, but also have detailed knowledge of the common correct and incorrect mathematical conceptions their children and research-based knowledge of the progression of the development of children's mathematical ideas. Research-based learning trajectories and learning progressions of children's mathematical development represent a potentially valuable resource for teachers to help make sense of children's thinking, and research on teachers' use and understand of such materials is much needed. This study investigated teachers' understanding and use of the Cognition Based Assessment (CBA) learning progression materials for multiplication and division concepts. The data sources included structured clinical interviews based around teachers' use of the CBA materials in analyzing written student work episodes, determining learning goals based on student work, and proposing instructional plans to help students progress in their mathematical understanding. Additionally, three case studies of teachers using the CBA materials in live one-on-one teaching and assessment situations are investigated. Analysis of teachers' use and understanding of the CBA materials consisted of grounded theorizing and retrospective analysis, involving iterations of hypothesis/conjecture formation based on data, hypothesis/conjecture testing, and hypothesis/conjecture revision. The study had several key findings. First, as complexity of either the CBA level, or a student's mathematical reasoning within the CBA framework increased, so did the inconsistency and variation in teachers' interpretations of the student thinking. This finding led to the conceptualization of teachers' consistent, partially consistent, and inconsistent use of CBA materials. A second important finding was that CBA language and research-based descriptions of children's thinking were occasionally quite challenging for teachers to interpret or understand. The terminology and conceptual ideas embedded in the CBA multiplication and division framework occasionally involved mathematical or technical descriptions that led to inconsistent teacher conceptualizations and misinterpretations of the CBA framework. A third important finding was that CBA consistent conceptualizations of student thinking within the CBA framework were frequently related to learning goals and instructional plans that were more informed by children's thinking. This relates to similar findings by the research related to Cognitively Guided Instruction (CGI) (Fennema et al., 1996; Franke, Carpenter, Levi, & Fennema, 200; Kazemi & Franke, 2001; Peterson, Carpenter, & Fennema, 1989). Overall, the data demonstrated that the CBA multiplication and division learning progression materials could become a powerful framework for teachers to analyze their own instruction and assessment of children's mathematical thinking.
Author: Gordon Foxall
Publisher: Routledge
ISBN: 1135238081
Category : Business & Economics
Languages : en
Pages : 370
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Book Description
Interpretive consumer research usually proceeds with a minimum of structure and preconceptions. This book presents a more structured approach than is usual, showing how a simple framework that embodies the rewards and costs associated with consumer choice can be used to interpret a wide range of consumer behaviours from everyday purchasing and saving, innovative choice, imitation, ‘green’ consumer behavior, to compulsive behaviors such as addictions (to shopping, to gambling, to alcohol and other drugs, etc). Foxall takes a qualitative approach to interpreting behavior, focusing on the epistemological problems that arise in such research and emphasizing the emotional as well as cognitive aspects of consumption. The author argues that consumer behaviour can be understood with the aid of a very simple model that proposes how the consequences of consumption impact consumers’ subsequent choices. The objective is to show that a basic model can be used to interpret consumer behaviour in general, not in isolation from the marketing influences that shape it, but as a course of human choice that is dynamically linked with managerial concerns.
Author: Raymond W. Preiss
Publisher: Psychology Press
ISBN: 080584998X
Category : Mass media
Languages : en
Pages : 538
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Book Description
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