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Chapter 5 in Boaler, Jo. Mathematical Mindsets: Unleashing Students’ Potential through Creative Math, Inspiring Message, and Innovative Teaching. Print. 5 C’s of Mathematical Engagement: Curiosity Connection making Challenge Creativity Collaboration Why Rich Mathematical Tasks: expose people to openness and flexibility of mathematics generate excitement create more opportunities for understanding provide support for […]
Chapter 2 in Boaler, Jo. Mathematical Mindsets: Unleashing Students’ Potential through Creative Math, Inspiring Message, and Innovative Teaching. Print. Mistakes & the Brain: Mistakes grown synapses. Mistakes generate more brain activity than correct responses. 2 brain responses to mistakes: ERN responses – increased electrical activity due to conflict between correct response and […]
Chapter 6 in Winebrenner, Susan, and Pamela Espeland. Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every Teacher Can Use to Meet the Academic Needs of the Gifted and Talented. Minneapolis, MN: Free Spirit Pub., 2001. Print. Offer students choices for learning learning targets by creating Differentiated Curriculum Charts: The […]
Chapter 6 in Winebrenner, Susan, and Pamela Espeland. Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every Teacher Can Use to Meet the Academic Needs of the Gifted and Talented. Minneapolis, MN: Free Spirit Pub., 2001. Print. Knowledge recall, remember Trigger words: tell, recite, list, remember, memorize, define Products: […]
Chapter 6 in Walsh, Jackie A., and Beth d. Sattes. Quality Questioning: Research-based Practice to Engage Every Learning. Thousand Oaks, CA: Corwin, 2005. Print. Taxonomy of Personal Engagement: Interest – student appears to be attentive, may like the subject Engaging – student actively participates in learning tasks Committing – students are actively involved/engaged in […]
Chapter 3 in Walsh, Jackie A., and Beth d. Sattes. Quality Questioning: Research-based Practice to Engage Every Learning. Thousand Oaks, CA: Corwin, 2005. Print. Choral Responses What – Class answers at once in unison Why – Check for understanding, review, reinforce knowledge, drill & practice How – Develop routine cue to signal time […]
Chapter 2 in Walsh, Jackie A., and Beth d. Sattes. Quality Questioning: Research-based Practice to Engage Every Learning. Thousand Oaks, CA: Corwin, 2005. Print. Quality questions promote 1 or more carefully defined instructional purposes When teachers are very deliberate and clear about the purposes of their questions, they can better assess student performance. When […]
Understanding Chapter in Innovating for People: Handbook of Human-centered Design Methods. Pittsburgh, PA: LUMA Institute, LLC 2012. Print Affinity Clustering Graphically sorting items according to similarity Purposes: Identify issues and insights Reveal thematic patterns Facilitate productive discussion Build a shared understanding Preparation steps: Identify research topic Gather data set Record each item on […]
Chapter 4 in Farrington, Camille A., Melissa Roderick, Elaine Allensworth, Jenny Nagaoka, and Tasha S. Keyes. “Teaching Adolescents to Become Learners.” UChicaco CCSR (2012): 1-108. Academic perseverance: related to student effort and quality of academic behavior initial and sustained momentum helpful for short-term and long-term achievement can be impacted by academic mindsets, […]
Chapter 3 in Farrington, Camille A., Melissa Roderick, Elaine Allensworth, Jenny Nagaoka, and Tasha S. Keyes. “Teaching Adolescents to Become Learners.” UChicaco CCSR (2012): 1-108. Relationship between academic behaviors & academic performance: attendance and study habits are better predictors for high grades than test scores and demographics small differences in attendance can have […]