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Ww2.kqed. Five Classroom Dimensions That Show Deep Math Learning Is Happening. Mia Buljan remembers the specific moment eight years ago when she realized she had to give kids more space to grapple with a problem on their own.

Five Classroom Dimensions That Show Deep Math Learning Is Happening

She was filming a student working on a math problem with her iPhone (something she does regularly so she can review her strategies and plan next steps). “At that time I thought my job was to be super helpful,” she said, “like ask some pointed questions, or give some suggestions of where he might go next.” But before she could help the student, her attention was called away by a disturbance on the other side of the room among her 34 students. When she turned back to the struggling student, he had solved his issue. Buljan hadn’t moved the camera the whole time, so she captured him figuring it out on his own. 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.

Quick fixes and silver bullets… – Thinking Mathematically

KQED Public Media for Northern CA. How Students Critiquing One Another’s Work Raises The Quality Bar. Too often, when students produce school work, they turn it into a teacher for a grade and move on.

How Students Critiquing One Another’s Work Raises The Quality Bar

And after the teacher spends time evaluating the student’s work, many students never look at the feedback, a cycle that frustrates both parties and isn’t the most effective way to learn. Several schools are trying a different model — one that takes more time but also helps students feel more ownership over the quality of their work. Suzanne at the Math Forum. During the fall season of conferences Annie, Max, and I took the opportunity to find out what types of questions folks would ask if prompted to Ask the NCTM Community.

Suzanne at the Math Forum

We set up a bulletin board in the NCTM Central Networking Lounge at the Regional conferences in Phoenix (October 26-28) and Philadelphia (October 31-November 2). We also asked visitors to our booth in the CMC-South Exhibit Hall in Palm Springs (November 4-5) to offer questions. Before reading through the questions that we gathered, imagine what you might ask if given the chance to Ask the NCTM Community. Would it be a question about a particular math topic that you find difficult to present to students? Click image to view larger version Regional Conferences Networking Lounge – bulletin board Below are the specific questions we gathered at the three conferences. Balancing the Equation. Videos and Docs - Teach at the Speed of Learning. Paying Attention to OUR Understanding! – Thinking Mathematically.

How Relearning Old Concepts Alongside New Ones Makes It All Stick. By Samara Freemark and Stephen Smith, American RadioWorks UCLA researcher Dick Schmidt gazes across the driving range at a line of golfers trying to improve their game.

How Relearning Old Concepts Alongside New Ones Makes It All Stick

20 Questions That Schools Should Be Asking About Professional Development. 20 Questions That Schools Should Be Asking About Professional Development by Drew Perkins, Director of TeachThought Professional Development Planning for Professional Development can be a tricky proposition.

20 Questions That Schools Should Be Asking About Professional Development

As an “administrator” you’re responsible for being an instructional leader for your staff and you’re trying to find something that they’ll find interesting, engaging, useful and more while trying to balance costs and hours and available days in your calendar. The focus on teaching and learning can become lost in the hustle and bustle of running a school every day. So can the pursuit of great professional learning opportunities for teachers who are passionate about their craft and looking to you for leadership. Golden Rules for Engaging Students in Learning Activities. When we think of student engagement in learning activities, it is often convenient to understand engagement with an activity as being represented by good behavior (i.e. behavioral engagement), positive feelings (i.e. emotional engagement), and, above all, student thinking (i.e. cognitive engagement) (Fredricks, 2014).

Golden Rules for Engaging Students in Learning Activities

This is because students may be behaviorally and/or emotionally invested in a given activity without actually exerting the necessary mental effort to understand and master the knowledge, craft, or skill that the activity promotes. In light of this, research suggests that considering the following interrelated elements when designing and implementing learning activities may help increase student engagement behaviorally, emotionally, and cognitively, thereby positively affecting student learning and achievement. Goodbye, Linear Factory Model of Schooling: Why Learning is Irregular. Outside of school, most people apply learning across disciplines, scenarios, and experiences.

Goodbye, Linear Factory Model of Schooling: Why Learning is Irregular

For a majority of our lives as students, we are taught in a system that creates blocks of time for learning specific content, much like the factory model of production. However, learning should be life and there is nothing linear about life. Life is irregular—thus, learning is irregular. We are in the midst of one of the most disruptive, yet exciting times in history: The Information Age.

The rate of change has increased exponentially due to the rapid creation of new content that is produced as technology and life have become seamless. A Twitter Abbreviation Guide To Make Sense Of All That Crazy Talk. A Twitter Abbreviation Guide To Make Sense Of All That Crazy Talk Twitter is a wonderful platform to engage, lurk, socialize, read, distribute, share, or otherwise “do something” with ideas and content.

A Twitter Abbreviation Guide To Make Sense Of All That Crazy Talk

Part of what makes it so useful is its 140 character limit. Deeper learning.