Interpreting Distance-Time Graphs
https://www.teachingchannel.org/videos/math-for-newcomers-ousd
http://map.mathshell.org/download.php?fileid=1680
https://vimeo.com/116379560
Secondary Mathematics Classroom Framework for Teaching and Learning
Building Bridges
Secondary Mathematics Planning for High Level Tasks
Peer Feedback:
Peer feedback particularly formative feedback, can enhance disciplinary understanding, critical thinking skills, give students more ownership over their work, encourage active engagement with studies, foster student autonomy and increase understanding of learning outcomes particularly less tangible ones (Sadler 2010).
Falchikov concluded from investigation that, ‘both the volume and helpfulness of the feedback were greater when peers were involved than when only the teacher provided feedback’ (Falchikov 2005 cited in Nicol 2010 p509).
Peer feedback allows a shift of focus from product to process which can enable the revelation of otherwise tacit knowledge and therefore afford staff the opportunity to test understanding of threshold concepts, ways of thinking, acting, talking, and students’ sense of scholarly identity (Meyer 2009, Bass 2010).
There are many ways to structure this:
—http://www.ntu.ac.uk/cadq/quality/res_learn_teach/en-us-105826gp.html
Community Circles:
Peer feedback particularly formative feedback, can enhance disciplinary understanding, critical thinking skills, give students more ownership over their work, encourage active engagement with studies, foster student autonomy and increase understanding of learning outcomes particularly less tangible ones (Sadler 2010).
Falchikov concluded from investigation that, ‘both the volume and helpfulness of the feedback were greater when peers were involved than when only the teacher provided feedback’ (Falchikov 2005 cited in Nicol 2010 p509).
Peer feedback allows a shift of focus from product to process which can enable the revelation of otherwise tacit knowledge and therefore afford staff the opportunity to test understanding of threshold concepts, ways of thinking, acting, talking, and students’ sense of scholarly identity (Meyer 2009, Bass 2010).
There are many ways to structure this:
Community Circles:
In my classroom, Community Circle lasts around 15-20 minutes. I hold the meeting right before lunchtime on Fridays. The kids and I sit in a circle on the ground and we stick to some very certain rules, which are:
- Appreciation of Others (i.e. no put-downs)
- Listen Attentively
- Respect Everyone
- Right to Pass (students can pass when it's their turn)
Additionally, we have a special gesture to keep things under control. When I raise my hand, everyone else raises their hand and stops talking. This gesture is different from the attention signal I use during the rest of the day.
At each Community Circle, we have a different prompt or format for sharing. Often, we go around the circle and finish sentences, such as:
- "One thing I like about our classroom is...."
- "I'm grateful that...."
- "One good thing that happened to me recently is...."
- "I wish...."
- "I'm bigger than a ______. I'm smaller than a ________."
- "I hope that...."
Another idea is Interview Circle where one student sits in the middle and the other students ask him/her three autobiographical questions. For instance, they ask about brothers and sister, pets, likes and dislikes, etc. The interviewee can choose to pass on any of the questions. I model how it works by going first. The kids enjoy calling on their classmates and learning about each other.
If there was a problem in the classroom that needed to be addressed, Community Circle would be an appropriate place to bring it up.
Fifteen minutes per week is a small investment to make in order to strengthen the bonds between you and your students. Students sense that their opinions, dreams, and insights are valued and treated with respect. It also gives them a chance to practice their listening, speaking, and interpersonal skills.
9/13/2012
This article reminds me of the importance of community building to support students in learning mathematics in our classrooms.
http://www.edweek.org/ew/articles/2012/09/13/04responsive.h32.html?tkn=PSXFL98rKbckzBZc9xomq%2BWPDSaK%2FVNUEWRs&cmp=ENL-EU-NEWS1
Think-Pair-Share:
http://olc.spsd.sk.ca/DE/PD/instr/strats/think/
Word Wall:
Making Content Accessible to All Learners
Exit Ticket:
(Closing Reflection, Student Input, Checking for Understanding)
High Level Math Tasks:
http://jwilson.coe.uga.edu/EMAT7050/articles/HenningsenStein.pdf
Personalization,v,Differentiation,v Individualization,Chart
http://gelponline.org/sites/default/files/resource-files/personalization_-_3_columns.pdf
Sample Videos for edTPA:
1) Great Example of Science Lesson Discourse: 1st Year Teacher Time Management 7th Grade
https://www.teachingchannel.org/videos/classroom-time-management
Word Wall:
Making Content Accessible to All Learners
Exit Ticket:
(Closing Reflection, Student Input, Checking for Understanding)
High Level Math Tasks:
http://jwilson.coe.uga.edu/EMAT7050/articles/HenningsenStein.pdf
http://gelponline.org/sites/default/files/resource-files/personalization_-_3_columns.pdf
Sample Videos for edTPA:
1) Great Example of Science Lesson Discourse: 1st Year Teacher Time Management 7th Grade
https://www.teachingchannel.org/videos/classroom-time-management
