Curriculum

Why Formative Assessment?

Author/Presenter: 
Kathy Paget
Year: 
2013
Short Description: 

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.

Modifying Curriculum “Mindfully”

Author/Presenter: 
eTG Project Team
Year: 
2013
Short Description: 

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.

Content Sequencing in Foundation Science

Author/Presenter: 
eTG Project Team
Year: 
2013
Short Description: 

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.

Using Teaching Routines with Classroom Network Technology to Support Improved Classroom Assessment (Penuel, Schank)

Author/Presenter: 
William Penuel
Patricia Schank
Year: 
2009
Short Description: 

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.

Understanding the Fidelity of Implementation and Scalability of Mathematics Professional Development Curricula (Moeller, Seago, Borko)

Author/Presenter: 
Babette Moeller
Nanette Seago
Hilda Borko
Year: 
2009
Short Description: 

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.

Situated assessment using virtual environments for science content and inquiry (Ketelhut, Nelson, Schifter)

Author/Presenter: 
Diane Ketelhut
Brian Nelson
Catherine Schifter
Year: 
2009
Short Description: 

In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.

Research on Student Understanding of Data Organization

Author/Presenter: 
Cliff Konold
Vishakha Parvate
William Finzer
Year: 
2010
Short Description: 

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?"

Mathematics teachers at work: Connecting curriculum materials and classroom instruction

This book compiles and synthesizes existing research on teachers’ use of mathematics curriculum materials and the impact of curriculum materials on teaching and teachers, with a particular emphasis on – but not restricted to – those materials developed in the 1990s in response to the NCTM’s Principles and Standards for School Mathematics.

Author/Presenter: 
Remillard, J.
Herbel-Eisenmann, B.
Lloyd, G.
Year: 
2009

LOOPS: Logging Opportunities in Online Programs for Science (Koile)

Author/Presenter: 
Kimberle Koile
Year: 
2009
Short Description: 

In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.

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