By: Mary Ryerse and Bob Rosenfeld. Creating a collaborative culture takes time and remains a continual process. This post explores how formative assessment can help.
A group of teachers recently set out on an adventure to conduct classroom observations and to seek out answers to some of their key questions about formative assessment. Here's what they learned.
In Dallas Independent School District (Dallas ISD), as teachers work to embed new social studies and language arts curricular resources, there is a special focus on student-driven learning. This post explores the significant role played by formative assessment.
By: Denise Stringer and Mary Ryerse. The majority of teachers indicate that collaboration is beneficial to improving their practice, but many yearn for structures to make that process more focused and effective. The POD model of professional learning can help.
Austin ISD emphasizes the importance of relationships as a common thread that helps the district integrate efforts around two of their key focus areas: formative assessment practice and Social Emotional Learning (SEL). Learn more here.
Formative assessment coaching helps teachers to shift their thinking from the teacher role to the student role within the classroom so that students become more involved in, and responsible for, learning. Here, we explore this (and other benefits) in greater detail.
Since the kickoff of the #HowIKnow project last fall, we have been working with district teams in Austin, Dallas, and Tulsa to design and implement professional learning plans with 60 pilot teachers. Here are two key lessons we've already learned about PD for formative assessment.
By: Mary Ryerse and Tom Vander Ark. Just as formative assessment informs the teaching and learning of math, reading and science skills, it can also provide essential guidance for the teaching of discrete SEL skills. Learn more about the relationship, and how to make the most of it, here.