The Sandwich Strategy: No Matter How You Slice It, Analyzing Student Work Together Improves Math Instruction

Autor/inn/en	Gibbons, Lynsey K.; Lewis, Rebecca M.; Batista, Lisa Nguyen
Titel	The Sandwich Strategy: No Matter How You Slice It, Analyzing Student Work Together Improves Math Instruction
Quelle	In: Journal of Staff Development, 37 (2016) 3, S.14-18 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	Mathematics Instruction; Mathematics Education; Mathematics Achievement; Educational Improvement; Teacher Student Relationship; Teaching Methods; Grade 3; Elementary School Teachers; Elementary School Mathematics; Mathematics Teachers; Fractions; Group Activities; Formative Evaluation + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching improvement; Unterrichtsentwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Mathematics; Mathematik; Bruchrechnung; Gruppenaktivität
Abstract	Teachers are regularly asked to use data to inform their instruction. In the past, teachers examined student work in isolation. Now, however, teachers increasingly have dedicated meeting times. So how can teachers collaboratively examine student work and use their findings to improve instruction? In this article, a team of teachers at Hilltop Elementary School in the Pacific Northwest demonstrates the power of collaborative analysis of student work as teachers and school leaders use student work to guide their instructional decisions and support their professional learning about teaching mathematics. How can six students share eight sandwiches equally? The team of teachers use students' responses to this question to guide their instructional decisions and support their professional learning about teaching mathematics. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01