This lesson from Daily Routines to Jump-Start Math Class, High School, allows student to work through multiple mathematical arguments in order to identify the errors in the argument. Students will have the opportunity analyze these errors in order promote higher level thinking in their path to finding the correct argument.
This routine from Daily Routines to Jump-Start Math Class, Elementary, helps students develop a more robust understanding of—and flexible thinking about—numbers and their relationships, which positions them for greater success when working with numbers.
This routine from Daily Routines to Jump-Start Math Class, Elementary, helps students determine the reasonability of their answers and determine efficient methods for estimating.
Use these self-assessment rubrics from Teaching Strategies That Create Assessment-Literate Learners to help you reflect on your assessment for learning practices.
Use these quick tips from A Local Assessment Toolkit to Promote Deeper Learning for three ways to approach differentiating curriculum without creating completely different lessons.
In this excerpt from What Are You Grouping For? Grades 3-8, discover the differences between guided reading and small group instruction.
This lesson from Daily Routines to Jump-Start Math Class, Middle School, helps students learn to analyze mathematic scenarios based upon their environment. Students will learn to apply mathematics concepts to real world situations that lead to solutions and reasoning.
In this session led by John SanGiovanni, author of Daily Routines to Jump-Start Math Class, Middle School, participants learn about dynamic, practical routines for developing number sense and fluency with whole numbers, fractions, decimals, ratio, and operations.
In this session led by John SanGiovanni, author of Daily Routines to Jump-Start Math Class, Elementary, participants learn about dynamic, practical routines for developing number sense and fluency with whole numbers, fractions, decimals, ratio, and operations.
"Has this ever happened to you?
'My lecture went perfectly! I worked the sample problems. I could tell the students really understood the material.'
The next day: 'I don’t know what went wrong! I thought all my students understood what I went over yesterday...' "
Read more from Frederick Dillon, author of Your Mathematics Standards Companion, High School, and The Common Core Mathematics Companion: The Standards Decoded, High School, on Corwin Connect.
Use this tool from Professional Learning Redefined to support your thinking about how to use curricular resources in planning for professional learning. Consider the coherence between the materials teachers have and the desired instructional strategies.
"When professional learning mirrors the student experiences we hope to create, teachers inherently have a deeper understanding of the feelings and effects on the learning that the experience creates." Read more from Professional Learning Redefined authors Isabel Sawyer and Marisa Stukey on Corwin Connect.