Similar to some of the ideas in the
suggestions above, when we are intentional
about our evidence - gathering from students, we can use that evidence to respond more specifically to what our students need — when they need it — to inform our instructional
next steps.
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).
I want to again re-iterate that much of what I'm
about to share in the
next few
steps is taken directly from Nick Loper's
suggestion from this blog post and his course.