Someone recently posted a question on the NCTM Community Forum, “How do we get our high school staff to understand the shifts in (Common Core) math? They do not like the strategies taught at the elementary levels.” I’m thinking they don’t ever “notice and wonder,” use “Kagan” strategies, have blown off McREL, and never heard … More Helping Math Teachers to Shift
While I agree behavior should be reported separately from academic progress, I have not found a way to accept late work without hijacking time from somewhere else. Here are the systems I have thought of or read about (please add your own to the comments and maybe we can rewrite this post together!): Wait until … More Late work & logistical nightmares
It is completely understandable for a teacher to wince when they think about how many students these days have Individualized Education Plans (IEPs). There seems to be more and more IEPs every year. While it is great that students receive the special care they need, I have some concerns that at some point, IEPs could … More IEP for Everybody?
“If I could change anything about our class…” About half the responses to that question, mentioned homework. My students are expected to complete an average of about 40 minutes of algebra homework pretty much every night. In a decade where the anti-homework voices seem to be gaining momentum, it can be difficult for my students to … More Why I Assign Homework: Dear Students, I love you…
The American Psychology Association beautifully summarized the “Top 20 Principles From Psychology for PreK-12 Teaching and Learning” in a 2015 white paper. Somehow I missed seeing that back then, but I have seen papers that echo the same principles and have observed them in my own practice. Here’s my Reader’s Digest version: Ability Principle … More Math Ability: Where it comes from
Who contributed to this post: Cris Saldaña https://onestepedu.wordpress.edu Aubrey Patterson https://www.nohea.info/blog Lori Harvie https://www.nohea.info/blog Matt Foster https://mafost.blog/ A tweep I admire posted a link to attend a webinar about, “The Opportunity Myth,” a study that was recently released by TNTP. The study examined 1,000 students and reported on their lack of preparation for going to … More “The Opportunity Myth:” yes and no
High school math curriculum tends to be far too dense to divert much time to off-content activities. Yet, math is the M in STEM; so it seems to me that some of the responsibility for STEM connections rests on my profession. After all, who has more access to more students than core teachers? Students who … More Three ways to integrate STEM in High School Math
In the past two years, I have been using an inquiry-based resource for a dozen different reasons, some of which include: furthering retention in content, developing problem-solving skills that transfer beyond the classroom, developing social-emotional skills in a traumatized culture, teaching them to “reach” for information instead of waiting for me to force-feed them, and … More Building Competence in the Unfocused Student: It’s all in how we say it
Will your school be in the market for a new textbook anytime soon? Teacher buy-in is hugely important; so finding out what teachers like makes a lot of sense. And I don’t think it is very helpful to read old posts on this topic because resources are changing dramatically. There have been, and will continue … More New Math Textbook?
I had huge concerns shifting my classroom from mostly direct instruction to piloting an inquiry based algebra textbook; but after researching the pros and cons, I dove in and haven’t regretted the journey. Mathematics curriculum is typically very dense, and I have been determined that any changes I make not detract from content mastery in … More Inspiring Social-Emotional Growth in Collaborative Learning Teams