published by David Wees on Thu, 10/02/2014 - 10:45
I'm facilitating a pair of workshops this weekend in San Francisco, both of which are fairly self-directed workshops. In fact, it occurred to me that a motivated person or small group could probably get a lot of out of what I have constructed without my direct support. So I'm embedding them below. Feel free to use/share these resources (for non-commercial purposes). In each presentation, there is a link to the folder that holds the agenda for the workshop, and that agenda contains a link to the folder of associated resources.
published by David Wees on Sun, 09/28/2014 - 18:58
I've been thinking a lot recently about what knowledge is needed by mathematics teachers in order to be excellent teachers. It is clear to me that teachers of mathematics must know the mathematics they are to teach, but what else do they need to know?
published by David Wees on Sun, 09/07/2014 - 08:18
Much of the research on formative assessment suggests that grades are not effective as feedback because they do not provide students with actionable information they can use to move their learning forward. Comments and questions are much more useful to students when grades are not included.
published by David Wees on Tue, 08/26/2014 - 03:04
Formative assessment means more than just giving a quiz or an exit ticket. An assessment is only formative if the teacher (or her students) respond to the information gathered.
However coming up with an appropriate response is typically hard to do. After all, the most common finding in formative assessment is that a significant, but perhaps minority, group of students still do not understand a concept, after the teacher gave her best shot at helping students understand. No teachers save their best strategy for teaching a topic until later.