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Which of the following best describes how teachers collaborate around data to improve instruction?
Which of the following best describes how teachers collaborate around data to improve instruction?
- Teachers attend interviews and recite the mantra of using data to drive instruction.
- Teachers sit around a table and discuss student papers to identify common errors and brainstorm strategies. (correct)
- Teachers form an idealized imaginary team to improve instruction.
- Teachers use portable document projectors to share student papers with each other.
What is the purpose of the Algebra I team's discussion around student papers?
What is the purpose of the Algebra I team's discussion around student papers?
- To describe an idealized, imaginary team.
- To showcase the team's portable document projector.
- To identify common patterns of error and misunderstanding. (correct)
- To recite the mantra of using data to drive instruction.
What is the role of the portable document projector in the Algebra I team's discussion?
What is the role of the portable document projector in the Algebra I team's discussion?
- To recite the mantra of using data to drive instruction.
- To discuss the nature of errors that occurred.
- To form an idealized, imaginary team.
- To share a student's paper with the team. (correct)
Which of the following is NOT a characteristic of the described Algebra I team?
Which of the following is NOT a characteristic of the described Algebra I team?
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What do candidates often struggle with when asked to elaborate on using data to drive instruction?
What do candidates often struggle with when asked to elaborate on using data to drive instruction?
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