Implementing Common Core Standards in Mathematics In the beginning stages of Common Core implementation for Mathematics, it is only natural for teachers to examine the shifts in content. We are driven to answer the question, “Exactly what skills do I have to teach?” But if we are truly going to meet the requirements of the Common Core in Mathematics, there is a section of the CCSS that absolutely cannot be overlooked: The Standards of Mathematical Practice. A close reading of these practice standards will reveal that true CCSS implementation in math depends not only on what students must do, but also on how they do it. I want to draw attention to one word within them that may be the key to unlocking the rest: Persevere. The first Standard of Mathematical Practice is as follows: “Make sense of problems and persevere in solving them.” In math class, how often do we ask our students to persevere? This won’t happen in one lesson of course. I’ve called them the POWs, the Problems of the Week. Where do my POWs come from? For each countertop:
Strategies that Work: Take Stock With Exit Slips 75 Mill Street, Colchester, CT 06415 Ways To Differentiate Instruction - Classroom Q&A With Larry Ferlazzo (This is the first post in a two-part series on differentiation) I posed this question last week: "What is the best advice you can give to a teacher about differentiating instruction?" I've shared my response in an Ed Week Teacher article that I've co-authored with my colleague, Katie Hull Sypnieski. It's titled "The Five By Five Approach To Differentiation Success." I'll limit my contribution here to sharing a useful link to The Best Resources On Differentiating Instruction. Experts in the field, though, have agreed to share their responses here, so today I'm pleased to publish answers from Carol Tomlinson and Rick Wormeli. Response From Carol Tomlinson Carol Tomlinson is an internationally-recognized leader and author in the field of differentiated instruction. My journey with differentiation began in my middle school classroom when it was quite clear that my one-size-fits-all approach to teaching was, in fact, not fitting many of my students. There were many more questions, of course.
Math Teachers Strive to Bring Core to At-Risk Students UserID: iCustID: IsLogged: false IsSiteLicense: false UserType: anonymous DisplayName: TrialsLeft: 0 Trials: Tier Preview Log: Exception pages ( /tm/articles/2013/03/13/ccio_math_at-risk.html ) = NO Internal request ( 198.27.81.83 ) = NO Open House ( 2014-04-11 12:24:50 ) = NO Site Licence : ( 198.27.81.83 ) = NO ACL Free A vs U ( 2100 vs 0 ) = NO Token Free (OYLFICEp9zCN4mTHAb/Ar/JV5SPpS1XISnN7) = NO Blog authoring preview = NO Search Robot ( Firefox ) = NO Purchased ( 0 ) = NO Monthly ( aa367a8e-a66b-b7e4-d0a8-ee188a791151 : 3 / 3 ) = NO 0: /ew/articles/2013/01/16/17parents.h32.html 1: /ew/articles/2013/01/30/19adversityside.h32.html 2: /ew/articles/2011/11/09/11wang.h31.html Can add to monthly ( /tm/articles/2013/03/13/ccio_math_at-risk.html ) = NO Access denied ( -1 ) = NO Site Licence : ( 66.151.111.58 ) = NO
Feedback Loops in Games – What Makes Monopoly, World of Warcraft, and Mario Kart So Much Fun | Systems & Us We’ve tackled everything from epidemics, labor unions, and skyrocketing rent prices in San Francisco, but today we’re going to nerd out and talk about games. And when we say games, we’re not talking about game theory or a hypothetical model for decision making. We’re talking about real games. Hardcore games like League of Legends and Magic: The Gathering. Casual games like Farmville and Candy Crush. Board games like Monopoly and Risk. What do games have to do with systems? TAKEAWAY 1:Reinforcing loops reward winnersBalancing loops forgive losers Sports were designed with fairness in mind- the same rules apply to each player. Essentially, Reinforcing Loops make it easier for the player to continue scoring against opponents, such as: Increasing your Assets (e.g. Not every game has reinforcing loops. Derek Fisher throws up a 3-pointer with just 0.4 seconds left in Game 5 of the Lakers-Spurs Playoff series in 2004. Conversely, balancing loops can keep a game competitive to the end. Related
Centers: Effective Structures for Differentiation Photo by Woodley Wonder Works This article is written by Katie Haydon, founder of Ignite Creative Learning Studio. Learn more about Ignite at IgniteCreativeLearning.com or the Ignite Facebook page. Do you use centers in your primary classroom? Centers are an excellent tool for differentiation that will free you up to work with small groups of students, whether gifted, high-achievers, or those needing extra help. Centers, in my opinion, go beyond mundane and standard worksheet tasks. Though centers can be used at any time in the year, some teachers like to wait at least a week or two, and sometimes six weeks into the school year to implement them so that they can gain a greater understanding of their students and be confident that they are ready to follow protocol. One issue with large numbers of students in small rooms may be space. Katie Haydon, founder of Ignite Creative Learning Studio, is a teacher, nationally-known writer and speaker, and a mentor to students of all ages.
Sticks and Stones The Sticks and Stones game is based on the Apache game "Throw Sticks." To play the game, students throw three sticks, each decorated on one side. Students move their pieces around the game board based on the results of the throw, as described below. Allow students to decorate three sticks on one side only; the other side should be blank. (If playing this game as part of a larger unit about Native American culture, you can allow students to decorate the sticks with tribal symbols.) To create the game board, arrange 40 stones in a circle, preferably divided into four groups of 10. The rules of the game are as follows: Object of the Game: Be the first player to move your piece around the board past your starting point.Set-Up: Each student should place a marker on opposite sides of the circle. Player 2 then throws the sticks and moves accordingly. Pair students together, and let them play the game once, for fun. Allow students to compare the relative heights of the bars on the graph. 1.
Essai de modélisation et de systémisation du concept de Classes inversées Dans ce Blog, j’ai plusieurs fois documenté la « méthode » des Classes inversées. On y trouvera aussi un essai sur le rapport entre le Tsunami des MOOCs et les « renversements » proposés par les Classes inversées . Dans ce nouvel essai, j’essaierai de répondre à celles et ceux qui nous disent régulièrement « Mais, les classes inversées, ça existe depuis longtemps … ». Mais, est-ce bien cela, n’est-ce que cela, une Classe inversée … prendre connaissance (le mot est intéressant) de la matière avant « le cours » et faire des applications ensuite ! Dans la première phrase de ce billet, j’ai mis volontairement le mot « méthodes » entre guillemets pour signifier que l’approche des Classes inversées est surtout un changement de paradigme, de mentalités dans les rapports que nous construisons avec les termes « Savoirs », « Apprendre » et « Enseigner ». 1. (1) L’enseignement traditionnel transmissif se passe en classe ; les interactions et les activités des élèves y sont bien souvent limitées.
The Best Resources On Differentiating Instruction My colleague Katie Hull-Sypnieski is leading a February 1st Education Week Webinar on differentiating instruction, and I would strongly encourage people to participate. Katie’s the best teacher I’ve ever seen…. In addition, Katie and I have co-authored a piece for Education Week Teacher on the topic that will be appearing there soon (it’s appeared: The Five By Five Approach To Differentiation Success), and an upcoming post in my blog there will be talking about it, too (that two part series has also appeared). I also did a second two-part series in Ed Week on differentiation. Also, check out The Best “Fair Isn’t Equal” Visualizations. Given all that, a “The Best…” post was inevitable, and here it is. Here are my choices for The Best Resources On Differentiating Instruction: The Best Places To Get The “Same” Text Written For Different “Levels” Busting Myths about Differentiated Instruction is by Rick Wormeli. Reconcilable Differences? Deciding to Teach Them All is by Carol Ann Tomlinson.
10 Good Video Sources for Math Students and Teachers Earlier this week I shared ten video sources for history students and ten video sources for science students. To wrap-up the week I have a list of ten video sources for math students. Like the other lists, I've intentionally left out Khan Academy because everyone knows about that option. WowMath.org is developed by high school mathematics teacher Bradley Robb. His YouTube channel has more than six hundred videos covering topics in Algebra and Calculus. You can access the videos on a mobile version of WowMath too. Numberphile is a neat YouTube channel about fun number facts. Bright Storm is an online tutoring service. Ten Marks is another online tutoring service that offers mathematics tutorial videos on their site as well as on their YouTube channel. Math Class With Mr. The Open University is one of my go-to YouTube channel for all things academic. Yay Math! Knowmia is a website and an iPad app for creating, sharing, and viewing video lessons.