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But what's the best way for teachers to ensure that students have such skills? In this highly accessible guide, author Susan M.

Better performance through threading | Android Developers

Brookhart shows how to do just that, by providing specific guidelines for designing targeted questions and tasks that align with standards and assess students' ability to think at higher levels. Aided by dozens of examples across grade levels and subject areas, readers will learn how to: take a student perspective and view assessment questions and tasks as "problems to solve"; design multiple-choice questions that require higher-order thinking; understand the difference between "open" and "closed" questions and how to use open questions effectively; vary and control the features of performance assessment tasks, including cognitive level and difficulty, to target different thinking skills; and manage the assessment of higher-order thinking within the larger context of teaching and learning.

Brookhart also provides an "idea bank" that teachers can use to jump-start their own thinking as they create assessments. Timely and practical, How to Design Questions and Tasks to Assess Student Thinking is essential reading for 21st century teachers who want their students to excel in the classroom and beyond. While this author uses lots of jargon to define higher-order thinking, I think that she is trying to help us all understand how to recognize when a student has an aha moment in order frame it when Read full review.

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Get print book. Shop for Books on Google Play Browse the world's largest eBookstore and start reading today on the web, tablet, phone, or ereader. Susan M. Selected pages Title Page. Table of Contents. Lewin and Shoemaker show you how to teach rich, integrated, thematic units of instruction where students grapple with meaty conceptual ideas and use the processes of reading, writing, problem solving, and investigation. The authors share what they've learned about developing and assessing powerful performance tasks--ranging from short and specific to lengthy and substantive.

Making Instructional Decisions

Their focus is on the practical, the doable. You can learn from their successes as well as their mistakes. The authors discuss a four-step approach for teaching students how to acquire content knowledge--labeled "Info In"--and examine four "Info Out" modes through which students can make their content understanding explicit for evaluation purposes.

Great Performances is filled with highly motivating examples of student projects as well as effective assessment tools that teachers can adapt for their own classrooms. This chapter also provides as a helpful review of popular commercially published in-class reading assessments. Teaching to and assessing with performance tasks result in true understanding--the type of understanding students will need in the world, where they will be expected to produce "Great Performances.

When I was in the 3rd grade, my aunt and uncle sent me several packets of flower seeds.

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  • I was thrilled about the potential of creating something that could be both beautiful and utilitarian. I immediately set to work on putting my plan in place. I would revitalize the front of my drab, red brick elementary school with rows of black-eyed Susans, red poppies, Shasta Daisies, and zinnia Lilliputs. First, I asked my teacher, Mrs. Hedberg, what she thought of the idea. She loved it and paved the way for me to get started on the project during recess soon after the spring thaw. I rounded up a few of my friends to help me, and we began to prepare the ground for planting.

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