Teachers working in teams have primary responsibility for
analyzing evidence of student learning and developing strategies for improvement.
Develop a shared understanding of assessments, implement common formative assessments,
analyze evidence of student learning, and use that evidence to learn from one another and respond to the individual needs of students.
Not exact matches
Working together, they will develop and test a variety
of learning experiences in which
students use online simulations to model energy - releasing and energy - requiring reactions,
analyze and interpret data to make predictions about energy phenomena, and use
evidence from their own observations or from simplified versions
of scientific articles to explain phenomena and construct and critique arguments.
Hess LP Tool 26 Use to
analyze teacher -
student roles, plan for how
learning will occur, conduct walkthroughs looking for
evidence of rigor
Student Work Analysis:
Analyzing and Acting on
Evidence: This interactive PDF tool can be used to
analyze results from performance tasks in order to (a) refine the assessment or scoring rubrics; (b) plan next steps for instruction; and / or (c) better understand the progression
of learning across multiple assessments.
How can teachers be enabled to collect
evidence of student learning that captures the most important goals they are pursuing, and then to
analyze and reflect on this
evidence — individually and collectively — to continually improve their teaching?
Designed to facilitate more authentic and deeper
learning, teachers will brainstorm ways to integrate the Essential Skills in Economics to also develop
students» mastery
of other K - 12 English / language arts and social studies skills such as
analyzing and synthesizing primary and secondary sources; using
evidence to draw conclusions and make generalizations; articulating and defending positions using content vocabulary; comparing and contrasting historical, cultural, and political perspectives; explaining cause - and - effect relationships; and practicing good citizenship skills while collaborating and compromising.
This framework provides a structure for
analyzing the process
of teaching and
learning in a lesson or shorter instructional episode and focuses on four fundamental steps: (a) specification
of learning goals; (b) analysis
of evidence of student progress and / or difficulties; (c) reasoning about impact
of teaching decisions on
student thinking and
learning; and (d) suggestions for next steps and instructional improvement (Hiebert, Morris, Berk, & Jansen, 2007; Santagata, Zannoni, & Stigler, 2007).
Educators will
analyze video to see
evidence of learning environment,
student engagement, and effective instruction.
Schools That Lead continue to refine their Teacher and Principal Leadership Initiatives to incorporate the lessons they have
learned from the past three years, including being clearer about the development
of an aim statement and theory
of action, acknowledging the need to make room to do the improvement work, explicitly examining culture, paying attention to
student feedback, starting small and moving slow, collecting and
analyzing evidence to build warrant, and actively sharing the work — specifically the processes, results, and what worked and what did not work.
After synthesizing over 800 meta - analyses on the factors that impact
student achievement, John Hattie concluded that the best way to improve schools was to organize teachers into collaborative teams that clarify what each
student must
learn and the indicators
of learning the team will track, to gather
evidence of that
learning on an ongoing basis, and to
analyze the results together so that they could
learn which instructional strategies were working and which were not.
Our Cycles
of Professional
Learning model is grounded in
analyzing both
student and teacher
evidence to assess mastery
of standards and identify areas for adjustment, and TALENT supports that process by allowing teacher leaders to record meetings and lessons using a smartphone application and then share those recordings with peers and coaches.
Through this process,
students learn to
analyze and synthesize a variety
of text sources; use reasoning,
evidence, and logical organization to support a claim; and understand the structure
of an effective argumentative essay.