In this short text, the power of formative assessment as a teaching tool is detailed, and examples of opportunities for formative assessment within Foundation Science Biology proposed, for Learning Experiences (LE) 2, 3 and 4.
This short text provides a description of different ways in which the curriculum can be modified to meet the needs of teachers and students while still retaining the intentions of the developers. Examples of possible modifications are provided.
This short text provides a description of different ways in which the curriculum can be modified to meet the needs of teachers and students while still retaining the intentions of the developers. Examples of possible modifications are provided.
This short text explains the reasoning for the sequencing of the content in Foundation Science: Biology. Specifically, it describes the content sequence for the full year curriculum, for the Genetics Unit, for a Learning Experience, and provides examples.
This interactive workshop introduces participants to teaching routines for use with a classroom network technology called Group Scribbles, which supports teachers’ invention of classroom assessment activities in Earth science.
Three DR-K12 projects investigating the implementation of mathematics professional
development programs by district-based facilitators discuss with participants their approaches to assessing fidelity and preliminary findings.
Three DR-K12 projects investigating the implementation of mathematics professional
development programs by district-based facilitators discuss with participants their approaches to assessing fidelity and preliminary findings.
In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.
In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.
As part of the Data Games project, we are researching how students record and organize multivariate data. This research is informing the design of new software interfaces for Fathom and TinkerPlots that will allow students to explore and understand data that live in other than "flat" data structures — the structures that most software tools currently limit themselves to.
We have designed the Traffic Problem to explore the following questions:
1. What methods do novices and experts use to sytematically record data with multiple attributes?
2. In recording data, do students employ a recognizable notion of “case?"
