News from the Southern 1 Region
Wanda Audrict, Southern 1 Regional Director
Fall 2013

As another school year starts we are again taking on the challenges of finding better, more effective ways to improve mathematics education. As leaders, we know what works with one student on a particular day might not work with another the next day. Consequently, we seek research and best practices in our field to help guide us in helping our students learn. We find ways to share this with our teachers and other leaders in our districts.

As many of us implement Common Core State Standards (CCSS) - mathematics content and the Standards for (Student) Mathematical Practices , it is becoming more obvious that in order to be more effective we need to get students to do more of the thinking (Black and Wiliam, 2006, p. 86). We realize that teachers cannot create learning (learners create learning). The teacher's role is to develop the situations in which students actually do the learning. In other words, the teacher designs the learning environment. For a fuller discussion on the teacher's role in designing and regulating the learning environment, refer to Wiliam (2007) and Wiliam and Thompson (2007).

As teachers design learning experiences that are more student-centered, they increase the student's responsibility. However, teachers must be able to ascertain, in a timely fashion, if the intended learning is occurring. Teachers can use this assessment of the learning to adapt and inform instruction. The work that I am doing this year focuses on Formative Assessment. With schools across the country we are implementing a Mathematics Design Collaborative (MDC) Initiative using the Formative Assessment Lessons developed through the Shell Center/MARS, University of Nottingham- England, and University of California - Berkley through funding from the Gates Foundation. This MDC has produced well-engineered formative assessment tools to support U.S. schools in implementing the CCSS. These tools are designed to make knowledge and reasoning visible, and help teachers to guide students in how to improve, and monitor their progress.

Please contact me at any time at to share any information that needs to be posted. Have a great start to your new school year! Hope to see you in New Orleans on April 7-9, 2014 for our NCSM Annual Conference.

Black, P., & Wiliam, D. (2006). Developing a theory of formative assessment. In J. R. Gardner (Ed.) Assessment and learning (pp. 81-100). Thousand Oaks, CA: Sage.

Wiliam, D. (2007). Keeping Learning on Track: Classroom assessment and the regulation of learning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 1051-1098). Greenwich, CT: Information Age Publishing.

Wiliam, D., & Thompson, M. (2007). Integrating assessment with instruction: What will it take to make it work? In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 53-82). Mahwah, NJ: Lawrence Erlbaum Associates.

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