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Inspiration to Read
Inspiration to Read
The Highlights:
The Highlights:
- When you pose a question, give all students an opportunity to write an answer. Before you go to the whole class, ask them to talk to partner sitting next to them. Then, only after all children have spoken to each other in a low stakes forum, ask someone to share what they talked about using the "Think, Pair, Share" method.
- When the room is quiet, simply wait. It signals to kids that it's important enough to wait until they are ready.
- Try to create a classroom culture that doesn't require hand-raising as the means for answering. Have a specific system in place that requires all students to be thinkers and participators. Foster a culture that students know is about everyone learning.
- Take a deep breath and count to 10 in your head and then do it again to try to slow yourself down.
- Develop a culture that makes students the questioners and puts them at the center of the classroom. In a student-centered space, there is an abundance of productive noise, so if silence isn't your thing, this will help you over that hurdle.
- Have backchannels available for introverted students. Oftentimes, they have a lot to say but are not comfortable in front of large groups of people. Utilizing Mentimeter, Padlet, Google Classroom, Seesaw, or a parking lot helps all voices get heard.
The Highlights:
The Highlights:
- Marigolds exist in our schools as well – encouraging, supporting and nurturing growing teachers on their way to maturity. If you can find at least one marigold in your school and stay close to them, you will grow. Find more than one and you will positively thrive.
- By finding the positive, supportive, energetic teachers in your school and sticking close to them, you can improve your job satisfaction more than with any other strategy. And your chances of excelling in this field will skyrocket. Just like a young seedling growing in a garden, thriving in your first year depends largely on who you plant yourself next to.
The Highlights:
The Highlights:
- Avoid teaching students to look at the "keywords" when solving word problems. Instead, try to:
- Increase readability: Researchers have identified that the readability of word problems has an effect on students’ performance, particularly for low-SES and low-proficiency students.
- Ensure topic relevance: It is common sense, but if a problem is relevant to students, they will better understand the context, are more likely to be engaged, and have the potential to be more successful.
- Support reading and understanding of mathematics words: To develop the distinction between words that have different meanings in mathematical situations than in conversation, students should learn these sometimes-confusing words.
- Vocabulary is at the core of content literacy. This emphasis on interpreting words that are spelled the same but have different meanings in mathematics includes such words as table, face, product, mean, degree, similar, digit, even, odd, series, right, yard, volume, factor, base, foot, expression, and hand (of a clock).
- Use concrete materials rather than abstract words: Using manipulatives can help support students’ thinking as they use concrete materials to represent the situation in the context of the word problem.
- Have students imagine the situation: Instruct students to think about and articulate the situation in the problem. Get them to focus on the quantitative relationships rather than ignoring the context and focusing on a quick numerical answer.
- Employ schema-based instruction: Having students carry out the action in the problem with a schema supports the identification of the problem structure and thereby the approach that leads to a solution
- Have students put the problem into their own words: Ask students to paraphrase the word problem to support their full comprehension of the situation and what is being asked.
- Have students work backward: Have students create their own word problems. For example, first give students an equation or picture, and then have them write a word problem to match. For students to fully understand the way actions in word problems are written, they need to become writers of the problems.
- Act out the problem
- Include an advanced organizer
- Give students a problem without a solution or without numbers
- Give students a problem without a question
The Highlights:
The Highlights:
- Subitizing is “instantly seeing how many.” From a Latin word meaning suddenly, subitizing is the direct perceptual apprehension of the numerosity of a group. In the first half of the century, researchers believed.
- Perceptual subitizing is closest to the original definition of subitizing: recognizing a number without using other mathematical processes. For example, children might “see 3” without using any learned mathematical knowledge.
- Young children may use perceptual subitizing to make units for counting and to build their initial ideas of cardinality. For example, their first cardinal meanings for number words may be labels for small sets of subitized objects, even if they determined the labels by counting.
- The spatial arrangement of sets influences how difficult they are to subitize. Children usually find rectangular arrangements easiest, followed by linear, circular, and scrambled arrangements.
- A benefit of subitizing activities is that different arrangements suggest different views of that number.
- “Subitizing is a fundamental skill in the development of students’ understanding of number” (Baroody 1987, 115). Students can use pattern recognition to discover essential properties of number, such as conservation and compensation. They can develop such capabilities as unitizing, counting on, and composing and decomposing numbers, as well as their understanding of arithmetic and place value—all valuable components of number sense.
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