Collaborative Analysis of Student Work: Improving Teaching and Learning

By Georgea M. Langer; Amy B. Colton et al. | Go to book overview

Chapter 4
Phases I and II: The Target
Learning Area, Initial Assessment,
and Focus Students
The CASL Awareness Session (see Appendix A) sets the stage for the five phases of inquiry that follow (see Figure 4.1, p. 74). These phases lead teachers through a systematic process to study students' progress toward the selected learning area. In this chapter and the next we provide the following information for each phase:
A rationale for the design of the phase. We want you to understand why each process is designed as it is and why it is so powerful. This information will assist you in deciding which parts to modify and which parts to leave the same, depending on the context and needs of your school or district.
How to guide teachers through the phase. This section provides details about implementation of each phase with illustrations of how and why modifications may be made.
A case illustration of the process in action. Along with the explanation of each phase, we provide an example of how teachers at Rawsonville Elementary School in Rawsonville, Michigan, studied their students' learning to write about their science understanding. We selected this area because many teachers are

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