Long-term planners & formative assessment
I’m coaching some veteran middle school math teachers that are entirely planned out for the remainder of the school year. We’re talking warm ups, class notes, activities, homework, and assessments all pre-made and done for each and every school day until June.
As an instructional coach, I find it hard to see how these teachers are effectively using formative assessment to best address student needs and gaps. Shouldn’t teachers be providing more opportunities for kids to show what they know more frequently so they can adjust instruction, instead of just plowing ahead with the curriculum to proudly “get done” with the content?
Any guidance in this area? How have you helped teachers see the value in frequent formative assessments (even informally) and adjusting instruction to fit learner needs?
Thanks for any feedback / ideas you can provide!