Academic Review Games The Teachers' Zone » Classroom Ideas » Academic Review Games TRASH BALLTrash Ball is a popular game in our high school. I think most of our departments use it. Divide your class into two groups. TRIPLE PLAY1. Each team may use their "Triple Play" card three times during the game. BOUNCE BACKBounce Back is a game that my student teacher, Russ Deets, and I created one day in desperation, when we decided that our students needed something new and exciting to do. BLUFFThis is a great game that is also played by many departments in my school. SINK OR SWIMYou form two teams. ZONK! BUMP! 1 vs. 100 - Here is a quick list of how I do things: The aim of the game is for one contestant to answer questions against (class size) others and eventually try to eliminate them all. The 1 is selected (however you want to choose) The player is asked a three-way multiple choice question. The "1" can then give their answer in their own time. The class, has a goal to stay in the game. LUCKY 7Feeling Lucky!
Put on Your Thinking Caps | Math by Design Beyond teacher egocentrism: design thinking As teachers we understandably believe that it is the ‘teaching’ that causes learning. But this is too egocentric a formulation. As I said in my previous post, the learner’s attempts to learn causes all learning. From this viewpoint, the teacher is merely one resource for learning, no different from a book, a peer, an experience, or an experimental result. Put in terms of a phrase that many now use, in and out of education, such a viewpoint reflects design thinking. I know this sounds a bit unromantic. The learning is the center of our world, not the teaching. What all good designs have in common. What are those conditions, in a nutshell? The key ideas here are self-sustaining, challenging and productive work, where learners themselves become and feel more competent in transferring their learning with ever-increasing autonomy. In other words, it is a poor design for learning that puts all the burden of teaching and processing on the teacher. Group-worthy tasks – Like this: Like Loading...
Exposition AIMS Education Foundation The Math Worksheet Site.com Overview | LMR - Development Site Learning Mathematics through Representations (LMR) is a research-based curriculum unit for the teaching and learning of integers and fractions in the elementary grades, using the number line as the principal representational context. The curriculum builds on two core ideas: mathematical representations are fundamental to mathematical communication and learning, and curriculum units should be designed as well-orchestrated lesson sequences that support insight and understanding of representational forms. The members of the LMR staff bring expertise in developmental and educational research, curriculum development, pre-service education and professional development, and elementary classroom teaching. The LMR team is led by Geoffrey B. Use the menus above to explore the following links: Research & Dev: Provides background information and the design principles, which guided the development of the LMR curriculum.Curriculum: Offers various ways of exploring and downloading the LMR curriculum.
Source Assessment Rubrics Math Standards-Based Math Rubric The Exemplars Standards-Based Math Rubric was updated in 2014 to reflect more current standards. It supports NCTM Process Standards and the Common Core State Standards for Mathematical Practice. "Classic" 5-Level Math Rubric The Exemplars Classic 5-Level Math Rubric was developed to reflect the revised NCTM standards. "Classic" 3-Level Math Rubric The Classic 3-Level Math Rubric was used from 1993 to 2001 to assess student performance. Pre K-K Rubric Exemplars Pre K-K Rubric was developed to assess younger students' performance. Functions + Algebra Concepts Rubric This rubric focuses on content. Science Science Rubric The Exemplars Science Rubric is based on the following science standards: National Research Council and the American Association for the Advancement of Science and New Standards. K-2 Science Continuum This continuum was developed by an Exemplars workshop leader and task writer, Tracy Lavallee. English Language Arts Responding to Text Rubric
* Math Struggles 401: Instructional timing and confusion | Teachezwell Blog Brain-based research gives us a clearer picture of the optimal times for learning new content. According to Sousa in his book, How The Brain Learns Mathematics, there are two “best” times for learning: at the beginning of a lesson and and the end. Using a 40 minute lesson as a model, he explains that the brain’s capacity to download and retain new information declines in the middle of that lesson. This model of learning also makes plain sense. Kids’ brains (like that of adults) have a limited capacity to maintain attention and absorb and apply new information. After a “high” point of acquiring information and a relative period of reduced retention, there is another maximum learning opportunity in the last portion of the lesson (these times are approximate, of course). How does this affect special needs kids who are struggling in math? As Sousa points out, “unlearning and relearning that process correctly is very difficult…. There is hope. Like this: Like Loading... Related In "Math"
Geometry NSDL.org - National Science Digital Library A veteran teacher turned coach shadows 2 students for 2 days – a sobering lesson learned The following account comes from a veteran HS teacher who just became a Coach in her building. Because her experience is so vivid and sobering I have kept her identity anonymous. But nothing she describes is any different than my own experience in sitting in HS classes for long periods of time. I have made a terrible mistake. I waited fourteen years to do something that I should have done my first year of teaching: shadow a student for a day. This is the first year I am working in a school but not teaching my own classes; I am the High School Learning Coach, a new position for the school this year. As part of getting my feet wet, my principal suggested I “be” a student for two days: I was to shadow and complete all the work of a 10th grade student on one day and to do the same for a 12th grade student on another day. My class schedules for the day(Note: we have a block schedule; not all classes meet each day): The schedule that day for the 10th grade student: 7:45 – 9:15: Geometry Wow.
Home of Math - Computer Vision and Math From Intelligent Perception This is an online textbook of mathematics, with both early college courses and advanced courses for the majors, and applications related to computer vision, image and data analysis. The main source of the courses presented here are the ones that I have taught recently at Marshall University. Some stats: over 800 articles, over 2100 illustrations, 7 semester courses, 23 credit hours. The long-term goal is to make the site completely self-contained. The content comes directly from my lectures. I think this approach has huge advantages over the common practice of simply posting video lectures online: read-ability, search-ability, edit-ability, link-ability, the speed of download, etc. The wiki format was chosen for its simplicity. The multi-stage procedure: The whole procedure is more time consuming than I expected initially. The ongoing project is a book draft that contains the material of several of these courses. Best of luck! Peter Saveliev Group theory: course