Journal article
Improving feedback through online professional development
The Mathematics teacher, v 110(5), pp 352-358
01 Dec 2016
Abstract
Teachers' focus on student thinking--and moving beyond superficial "right or wrong" analysis--is essential to effective teaching. Interpreting and evaluating student thinking and providing high-quality feedback are seen as high-leverage practices and are "likely to lead to large advances in student learning." Creating opportunities for teachers to slow down the feedback process to examine student work and focus explicitly on noticing, interpreting, and providing feedback can improve their practice. Here, Klein et al share four teachers' participation in the online activities and their claims that the experience changed their daily classroom practice.
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Details
- Title
- Improving feedback through online professional development
- Creators
- Valerie Klein - Drexel UniversityTimothy Fukawa-Connelly - Temple UniversityJason Silverman - Drexel University
- Publication Details
- The Mathematics teacher, v 110(5), pp 352-358
- Publisher
- National Council of Teachers of Mathematics
- Number of pages
- 7
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- School of Education
- Other Identifier
- 991021893693004721