Developing expertise in a Problem Centered Classroom brings together the expertise of mathematics education leaders such as John Van de Walle, Mary K. Stein, and Phil Daro to discover and examine the teaching and learning benefits of focusing on a central challenging problem or set of problems within a classroom lesson. Problem based lessons must be taught in a risk-taking supportive environment which challenges students to apply their mathematical understandings in a variety of situations. - www.TeachnKidsLearn.com
-This post contains affiliate links as well as super informative links.- I am a bit of a collector — some may say hoarder — of craft supplies or anything that I think my kids, myself, or my students can create or build with. I love to hunt for cool items and I LOVE to get...Read More
In the fall of 2015, the Montour School District opened its doors to a new Virtual Immersion Lab. At first, students did not know what to expect (nor the teachers). However, on his first day using the lab, a physics student engage with virtual reality and expressed, “This is like hands-on learning,
Assessments and differentiation of instruction are inseparable. The goals and priorities for this course are intended to provide opportunities for teachers to proficiently master implementation of the foundations for using assessments effectively to differentiate instruction.
Woot Math uses adaptive technology to personalize the math learning experience in new ways for 3rd-6th grade students. With a focus on fractions and decimals, Woot Math allows students many inroads to understanding. Flexible implementation options mean that Woot Math can be used in any classroom configuration whether it be 1:1 devices, shared devices, whole-class, or as intervention. The Woot Math system works on the web, iPads, or Chromebooks seamlessly…it truly is a great option for any classroom! It is super user-friendly, and gives teachers the ability to customize for each student in the class as a starting point. Woot Math is adaptive, as students use it, it gets “smart” and creates learning pathways based on the specific needs of the student. Beginning with foundational rational math concepts, Woot Math makes these necessary foundational skills accessible for all students.
Promoting Student Struggle When Teaching Mathematics - The following teacher reflection video (length 1:40 minutes) is only a segment of the full video, which includes the teacher's reflections regarding student struggle.
Provided by Teach N' Kids Learn. For more information contact PD@TeachnKidLearn.com Working with schools in support of creating opportunities for students
I want to change the way I teach. I see a lot of students mindlessly memorizing patterns and procedures without any understanding the math I teach them. Technology into the classroom has forced me to do less lecturing and be more student centered and student driven. It is difficult though within the constraints of the calendar to make great changes. I’m expected to give tests and quizzes on the exact same day as everyone else.
Time For A Change to Teaching Math by Venetia Ricchio
As a teacher, your “self” is embedded within your teaching—which is how it goes from “job” to craft. The learning results are yours. You probably call them “your” students. The same goes for students as well. There is a pleasing kind of string between the 8 year-old playing Minecraft and his or her digital creation.
Learning how to think about thinking can help students develop strategies for solving problems and understand tasks at hand.
Metacognition, simply put, is the process of thinking about thinking. It is important in every aspect of school and life, since it involves self-reflection on one’s current position, future goals, potential actions and strategies, and results. At its core, it is a basic survival strategy, and has been shown to be present even in rats.
Even after teaching for a decade, Pamela Baack found herself battling the calendar as she tried to keep her students on track.She’s the first to admit it wasn’t easy to change the way she had been teaching for a decade.“We were always on someone else’s pace, not our kids’ pace,” says Baack, who teac
Part of the Math Assessment Project has involved research into how the materials are used in classrooms, their effect on teaching practices, and how Professional Development can be used to support the goals of the Mathematics Assessment Project materials. A major strand of this has been a joint effort with the Algebra Teaching Study at UC Berkeley and Michigan State to develop Teaching for Robust Understanding of Mathematics (TRU Math) suite of tools for Professional Development and research.
Many classrooms today consist of teachers correcting students in an attempt to teach them the “right” answer. Whether it’s fill-in-the-blank multiplication tables or multiple choice tests, the focus is simply on getting answers correct. But when teachers focus on students’ wrong answers, and the logic that the students applied to arrive at those answers, the amount of meaningful learning occurring in the classroom multiplies.
Focusing on the wrong answers may seem counterintuitive to many, but doing so helps teachers understand the disconnect between the right answer and students’ common misconceptions.
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