Collaborative Analysis of Student Work: Improving Teaching by Georgea M. Langer

By Georgea M. Langer

While lecturers social gathering and practice their mixed wisdom and event to the demanding situations of educating and studying, outstanding issues can occur. during this booklet, you will discover out how one can organize collaborative research of scholar paintings on your tuition. constructed and sophisticated with greater than a hundred straightforward and secondary academics, this adaptable process combines the easiest of motion learn, research teams, standards-based studying, scholar review, instructor mirrored image, and portfolio evaluation. The authors advisor you thru each one part with concrete, precise descriptions and actual examples. you are going to research * rules for developing powerful research teams * options for documenting scholars' growth towards studying criteria * tools for reflecting on specialist development * how you can proportion the advantages with colleagues and scholars. the program inquiry demanding situations you to check your ideals approximately what scholars can do and is helping you establish which educating tools are operating such a lot effectively. You and your colleagues can collect deeper perception into the hyperlink among your guide and every student's learning-and improve your skill to aid each pupil prevail.

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Sample text

When we observe students in 34 Collaborative Analysis of Student Work action and make quick decisions, we risk solving the wrong problem or selecting inappropriate actions. To ensure that teachers avoid this trap and identify the appropriate focus of inquiry, they need to identify all relevant information prior to interpreting what it all means. In a CASL study group, teachers start with observing the student work sample presented by the teacher. Everyone describes, without judgment or interpretation, what he sees in the work.

This doesn’t mean that we have to agree with what is said. “To interpret someone on her or his own terms is one of the greatest gifts we can give another. What we give is personal regard so deep that we open our minds to how another sees the world” (Wood, 1999). Pausing allows the speaker to reflect on what she just said and perhaps elaborate on or clarify her own thinking before others jump into the conversation. According to Garmston and Wellman (1999) with additional processing time, “more thoughts are organized into coherent speech” (p.

Once he focuses, Patton begins to construct meaning (third rung) out of the work by comparing and contrasting what he sees against what he knows, believes, and has experienced. Patton believes Matt’s lack of attention to detail is due to his lack of motivation. He has found that students with similar patterns of errors tend to do poorly in English regardless of what instructional strategies or incentives are used. At this point, Patton starts making assumptions about the situation based on his interpretations (the fourth rung).

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