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Descriptive Feedback and Differentiation: A Natural Connection
Astrid Fossum, Mathematics Teaching Specialist,
Milwaukee Public Schools, [email protected]
Sharonda M. Harris, Curriculum and Instruction Math Supervisor, Milwaukee Public Schools, [email protected]
The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation under Grant No. 0314898.
Student Learning Continuum
Teacher Learning Continuum
MPS Learning Target: Number Operations and Relationships
Write a word problem for 52 ÷ 7 and then solve your problem. As you solve the problem, explain your reasoning and show your answer.
Black, P. & Wiliam, D (1998). Inside the Black Box: Raising Standards through classroom assessment. Phi Delta Kappan, 808(2), 139-148.
“Once students realize that information from both teacher feedback and their own self-assessment can help them improve, they will process material more deeply, persist longer, and try harder. In short, they will become more self-regulated learners.”
The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation under Grant No. EHR-0314898