22 Powerful Closure Activities. Too many university supervisors and administrators criticize the absence of lesson closure, a dubious assessment practice likely caused by the improper use of Madeline Hunter’s lesson plan model (PDF) as a de facto checklist of eight mandatory teaching practices -- anticipatory set, objective and purpose, input, modeling, checking for understanding, guided practice, independent practice, and closure -- a custom that Hunter decried in 1985 (PDF).

Although it offers multiple benefits, please don't view closure as a professional must-do. What Is Closure? Closure is the activity that ends a lesson and creates a lasting impression, a phenomenon that Colorado State University professor Rod Lucero calls the recency effect. Teachers use closure to: Check for understanding and inform subsequent instructionEmphasize key informationTie up loose endsCorrect misunderstandings. How to change everything and nothing at the same time! – Thinking Mathematically. I’ve been thinking a lot about trends in education… Some are trendy because they are flashy and look neat… Others because there is a lot of hype from influential people.

But where my interest lies is in seeing if these things are actually helping our students have richer learning experiences than before. Or will we end up seeing all kinds of changes in our programming that lead to the same experiences? So before you continue, I need to tell you that I’m writing this blog as a way for me to reflect, not as a way to criticize any particular practice. Please don’t assume my intent is to vilify certain practices, I’m actually trying to see if we’ve changed how we believe students learn & therefore the experiences we provide for them, or if we’ve kept things relatively the same. I am trying to figure out where to put my energy, where to focus my attention.

Great Minds, Great Conversations. Math on a chalkboard.

Credit: Clayton Shonkwiler / Flickr Creative Commons When was the last time you used the quadratic formula? Create & Find Multimedia Lessons in Minutes. Make mobile learning awesome!

Student creation Share materials Free! Get our new app! Save time by using free lessons & activities created by educators worldwide! Supporting Sense Making with Mathematical Bet Lines. In the mathematics classroom, making sense of story problems can be a challenge for all students.

Strategies that promote student discourse offer teachers one way to support their students’ sense-making processes (Cengiz 2013; Greer 1997). Further, when embedded into teachers’ daily mathematics instruction, strategies that promote mathematics discourse allow teachers to monitor the ways in which students are making sense of information (Moschkovich 1999; Sammons 2011; Soto-Hinman and Hetzel 2009). In this article, we present a mathematical discourse strategy that was introduced to elementary school teachers during Project All Included in Mathematics (AIM), a forty-hour, yearlong professional development (PD) program focused on promoting discourse as a viable approach to support all students in developing meaning for mathematics content.

Teachers learn Mathematical Bet Lines.

Visual Reasoning Tools in Action. The integration of appropriate tools and technology is an important guiding principle for school mathematics (NCTM 2014).

Although we tend to focus on integrating technology in school mathematics, this article discusses tools that have consistently been an important part of mathematics teaching and learning. Mathematics teachers have always encouraged their students to draw pictures or diagrams to make sense of and solve problems. One Way I Get Students To Persevere – Robert Kaplinsky. If you think others need to see this, share it on one of the sites below by clicking on the button.

Education Week. 6 Targets To Teach The Way The Brain Learns. Teach The Way The Brain Learns by Ramona Persaud When you’re standing in front of a classroom of students who’re not quite sure they even want to be in your class, much less pay attention to what’s being said, things like neuroscience, research studies, and teaching the way the brain learns are an abstraction.

Yet, brain-targeted teaching can engage and excite students because it taps into factors that stimulate the brain, grab the attention, and set the stage for learning. Dr. Mariale Hardiman, a former school principal, now professor at Johns Hopkins, developed a teaching framework designed to help teachers, teach the way the brain learns. Quick fixes and silver bullets… – Thinking Mathematically. I find myself reflecting on what I believe is best for my students and best for my students’ beliefs about what mathematics is often.

When I get the opportunity to take a look at my students’ work and time to determine next steps, I can’t help but reflect on how my beliefs inform what next steps I would take. However, I wonder, given the same students and the same results, if we would all give the same next steps? But That Won’t Prepare Them for College! Matt Larson, NCTM PresidentApril 26, 2017 For perhaps the first time in our history there is clear and growing consensus concerning what constitutes effective mathematics instruction, kindergarten through college.

The monolithic nature of college mathematics instruction, dominated by lecture and summative exams, is changing. Instructional strategies and classroom environments that have been recommended by NCTM at the K–12 level for at least two decades are in the process of being advocated for and adopted for college mathematics instruction.

In 2016, the Conference Board of the Mathematical Sciences (CBMS) issued a statement on Active Learning in Post-Secondary Mathematics Education. In this statement the authors wrote that Classroom environments in which students are provided opportunities to engage in mathematical investigation, communication, and group problem solving, while also receiving feedback on their work from both experts and peers, have a positive effect on learning. The Student-Centered Math Class. Close your eyes and picture the most recent math class you taught. Who is doing the math? Who is doing the talking? Who is doing the thinking?

How do we meet the needs of so many unique students in a mixed-ability classroom? – Thinking Mathematically. Explaining what something is can be really hard to do without that person actually experiencing the same thing as you. One strategy that we often use to explain difficult concepts in math is to discuss non-examples. Consider how the frayer model below could be used with any difficult concept you are discussing in class. If we discussed fractions in class, many students might believe that they understand the concept, however, they might be over-generalizing. Seeing non-examples would help all gain a much clearer idea of what fractions are. Of the shapes below, which ones have 1/2 or 1/4 of the area shaded blue? When a Minute is a Minute. As the Instructional Coach/Reading Specialist at a large urban high school, I have the privilege of observing and supporting teachers in all content areas.

As I listen to teachers inspire, encourage and sometimes cajole their students, I am often reminded of how we use time as part of our classroom culture. On a recent morning, I observed Brent Scott, our computer science teacher. I had met with Brent prior to the beginning of the school year and asked if I could observe his classes during the first few weeks of school. How do you give feedback? – Thinking Mathematically. There seems to be a lot of research telling us how important feedback is to student performance, however, there’s little discussion about how we give this feedback and what the feedback actually looks like in mathematics. To start with, here are a few important points research says about feedback: The timing of feedback is really importantThe recipient of the feedback needs to do more work than the person giving the feedbackStudents need opportunities to do something with the feedbackFeedback is not the same thing as giving advice.

4 Things Transformational Teachers Do. The key to transformational teaching is not reacting, but rather a grinding obsession with analysis and preparation. Lee Shulman, as reported by Marge Scherer, suggests that expert teachers -- despite enormous challenges --demonstrate: Cognitive understanding of how students learn; emotional preparation to relate to many students whose varied needs are not always evident; content knowledge from which to draw different ways to present a concept; and, finally, the ability to make teaching decisions quickly and act on them. Instructional Practice Guide: Coaching. Welcome This guide is a practical tool that teachers, and teacher-trainers, can use (and re-use!) 26 Research-Based Tips You Can Use in the Classroom Tomorrow.

With so many classroom research studies published daily, you can be forgiven for missing some. The techniques below are super-tactical and, for the most part, unsung strategies that you’ll be excited to try tomorrow. 6 Ways to Help Students Understand Math. The ultimate goals of mathematics instruction are students understanding the material presented, applying the skills, and recalling the concepts in the future. How A Good Teacher Becomes Great. How A Good Teacher Becomes Great by Terry Heick Good teachers are amazing–and rare. Lessons learned from 3 Mistakes – Thinking Mathematically. Education Week. How One Teacher Let Go of Control To Focus On Student-Centered Approaches. When Kristine Riley looks back on how she used to teach her students, she sees order and control. 6 Hand Signals That Bring Learning to Life. Editor's note: This piece is co-authored by Ellie Cowen and Megan Nee, a second-grade teacher at Brophy Elementary in Framingham, Massachusetts.

Imagine that you're a student. Marzano's 9 Instructional Strategies In Infographic Form. Marzano’s 9 Instructional Strategies In Infographic Form. 20 Signs You’re Actually Making A Difference As A Teacher. Other Data: 20 Signs You’re Actually Making A Difference As A Teacher. 10 Indicators Of Efficient Teaching.