Conceptual understanding is one of three aspects of rigor outlined by the Common Core. It calls for instruction that introduces mathematical concepts, emphasizes sense-making over answer-getting, and builds and refines students’ mathematical schema.Read More
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Rigor in math teaching means focusing with equal intensity on students’ conceptual understanding, procedural fluency, and ability to apply what they know to real-world, problem-solving situations. Rigor doesn’t just mean “harder” or “more difficult.”Read More
A focus question is a text-dependent question that sets a succinct purpose for instruction. It outlines what students should be able to answer in writing as a culminating task and will shape the lesson, or series of lessons, to get students to that point.Read More
Scaffolding instruction means using temporary supports to move students along the path of learning. Scaffolds, as the metaphor suggests, are removed over time as students become more proficient.Read More
Some of the excellent math and ELA curricula now available include curriculum-embedded assessments. Where do these fit into your assessment strategy? Can they replace the array of assessments you use now?Read More
Educational equity is when educators provide all students with high-quality instruction and support they need to reach and exceed a common standard.Read More
Video: Observations and PD are important tools to help teachers hone their craft. But Stephanie Gallegos, principal of Lake County Intermediate School in Colorado, takes it a step further. She sits down with teachers to plan literacy lessons side by side.Read More
A thoughtful, balanced assessment strategy is about more than just testing: it’s about creating better experiences for our teachers and students.Read More
ANet is excited to announce the launch of our Breakthrough Results Fund, a multi-year collaboration with up to six school systems focused on creating coherent supports for great instruction at both the school and central-office levels.Read More
There are a lot of reasons school leaders turn to item banks. But several of our school partners have told us that their experience with item banks didn’t live up to their expectations.Read More
There are a lot of assessment providers out there, and they all claim to provide high quality. But how do you really know?Read More
“My students aren’t going to learn this anyway, so why are we teaching it?”
The question hung heavy in the air of the professional learning session, but no one responded to the teacher who asked it.Read More
Leaders at George Washington Carver STEM Elementary in Cleveland know that assessments can be as much a planning tool for teachers as they are a measure of student learning.Read More
In an interview with ANet, Kimberly Phillips, principal of University Prep Science and Math Elementary, describes how her school creates equity through rich math tasks.Read More
Formative means assessment for learning—the results help teachers plan instruction to meet their students’ current needs. Summative means assessment of learning—the results are for evaluation or accountability.Read More