In their article, What’s the Big Deal About Vocabulary, Dunstan and Tyminski state, “The Frayer model (Frayer, Frederick, & Klausmeier 1969) is a graphic organizer that allows students to use inquiry to learn new concepts in mathematics and science.” Use it to make a literacy-math connection for your students (Dunston & Tyminski, 2013). To teach studentsRead More Teaching Vocabulary in the Math Classroom
Teachers have received limited guidance about writing during math instruction (Casa, Evans, Firmender, & Colonnese, 2017). Because of this, it is important to distinguish between writing about mathematics and mathematical writing. Writing about mathematics prioritizes the learning of literacy; but mathematical writing emphasizes mathematical reasoning (Casa, et al., 2017). This type of writing includes text,Read More Are your students Writing About Mathematics? Or, are they Engaged in Mathematical Writing?
An effective way for teachers to know what students are learning is to use short, informal assessments throughout the school day that check for student understanding. Such assessments, often called formative assessments or assessments for learning, take little time to implement and are among the most efficient ways for teachers to know how well studentsRead More Knowing for Sure that Students are Learning
Could it be possible that such a seemingly small act of changing the wording in a question can really accomplish both higher order thinking for students and formative assessment? This questioning technique can be used to increase rigor and engagement across all subjects! In the fall issue of the T-TAC ODU Network News (Sept-OctRead More One Small Thing Can Make a Big Difference
The objective of ongoing assessment is to determine the degree and nature of student learning, to monitor progress over time and to help teachers make targeted instructional decisions that are most likely to improve student learning. The objective of ongoing assessment is to determine the degree and nature of student learning, to monitor progressRead More Assessment to Inform Instruction
Research tells us that a variety of activities enhance the development of nonlinguistic representations in the minds of students, and, in turn, have a positive effect on achievement. For teachers to assist students with learning new information by creating nonlinguistic representations so they may better organize their thinking and enhance their recall. Brain researchersRead More Assisting Students with Organizing, Thinking, and Representing Knowledge