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"One example where I've seen some clarity and connection to my teaching is the concept of declarative vs. procedural knowledge. Taking the time to acknowledge the declarative and procedural knowledge in a lesson or unit can guide students toward achieving a larger learning goal."

"The ultimate goals of mathematics instruction are students understanding the material presented, applying the skills, and recalling the concepts in the future. There's little benefit in students recalling a formula or procedure to prepare for an assessment tomorrow only to forget the core concept by next week. It's imperative for teachers to focus on making sure that the students understand the material and not just memorize the procedures. Here are six ways to teach for understanding in the mathematics classroom:"

"Bloom's Revised Taxonomy breaks each learning stage (remember, understand, apply, analyze, evaluate and create) into four separate levels of knowledge. These levels include the factual, conceptual, procedural, and metacognitive. Together the levels of knowledge are making incremental movements from a factual understanding, to the personal command and realization of the learning process. The revised taxonomy also lists two cognitive processes within the applying stage: executing and implementing.1 These two processes illustrate the range of thinking skills possible within a stage. Executing requires the application of factual knowledge and refers to the ability to carry out learned procedures such as solving a long division problem. On the other hand, implementing reaches up into the metacognitive level and demands that students be able to apply learned skills to a task that initially appears to be an unrelated to prior learning experiences. "

"Math has been a traditionally thorny subject in many American schools. Lots of children dislike math and many more adults stopped taking mathematics as soon as they are able, even when they were successful in their classes. At the same time, mathematical thinking is a crucial part of many of the most exciting and growing careers in science, technology, engineering and math, not to mention important for a general understanding of the mathematical world around us. So, what can U.S. math educators do to shift this dynamic? Stanford Mathematics Education Professor Jo Boaler is championing a dramatic shift in how many math teachers approach instruction. Rather than focusing on the algorithms and procedures that make mathematics feel like a lock-step process -- with one right way of solving problems -- Boaler encourages teachers to embrace the visual aspects of math. She encourages teachers to ask students to grapple with open-ended problems, to share ideas and to see math as a creative endeavor. She works with students every summer and says that when students are in a math environment that doesn't focus on performance, speed, procedures, and right and wrong answers they thrive. They even begin to change their perceptions of whether they can or can't do math."

"art of rethinking learning means rethinking the -which is what makes the following chart we spotted over at connectedprincipals compelling. Rather than simply a list of alternatives to homework, it instead contextualizes the need for work at home (or, "homework"). It does this by taking typical classroom situations-the introduction of new material, demonstrating a procedure, etc.), and offering alternatives to traditional homework assignments. In fact, most of them are alternatives to homework altogether, including group brainstorming, modeling/think-alouds, or even the iconic pop-quiz. Nothing ground-breaking, but food for thought, yes?"

"Procedural crime dramas are very popular and for good reason. They use evidence and science to analyze a mystery and uncover answers - a great metaphor for what a classroom learning experience can be. In this apptivity, we will learn about fingerprints, create digital images of our own, and then use annotation tools to help us identify the cheesecake thief!"

"Unlike the numerous graphics I shared here on the topic of flipped learning which were substantially theoretically based, the one I have for you today provides a practical demonstration of how Dr.Russell flipped his classroom . The graphic also features some of the activities and procedures he drew in his flipped instruction. Another section of this graphic highlights some of the bearings of this flipped methodology on students performance particularly in terms of the enhanced test scores. The purpose behind sharing this visual is to provide you with a concrete example of how you can go about integrating a flipped learning methodology in your instruction. This is only a paradigmatic example which you can adapt with due modifications to your own teaching situation."

"I was 11 the year my summer camp director transformed the regular schedule, procedures, and lingo that we were used to-into the most memorable, enriching experience I had ever encountered at that point in my life. I had no idea that he had 'gamified' the week; I just knew that it was the best summer ever. Instead of grouping us by numbers, we were named after the Greek alphabet. We competed daily against the other groups in volleyball, softball, kickball, and on the final night -a chariot and Olympic flame opened an epic Olympic Game contest at midnight. The director, or 'game master' as we were inclined to call him, even made everyone reset the clocks and watches-so we never knew what the real time was, the entire schedule was set on some sort of crazy alternate schedule. Now I realize that it probably allowed him to sleep in and us to stay up later, but we were none the wiser. Daily we played games, wrote skits, went swimming, and competed for cleanest cabins. We did all the regular stuff, but it was more fun because there were rules and boundaries and points and collaboration and competition and a clear, mutual understanding of goals and performance and criteria for success. As a student, I got to learn more about the power of 'gamifying' something, and what effect it had on learners."

"Part of rethinking learning means rethinking the bits and pieces of the learning process-teaching strategies, writing pieces, etc. Which is what makes the following chart from Kathleen Cushman's Fires in the Mind compelling. Rather than simply a list of alternatives to homework, it instead contextualizes the need for work at home (or, "homework"). It does this by taking typical classroom situations-the introduction of new material, demonstrating a procedure, etc.), and offering alternatives to traditional homework assignments."

"Apps in Education has recently shared two visuals featuring two examples of classroom activities done through the use of iPad apps. You can do the same with your students using different classroom tasks for the procedure applies to different content areas. Upon checking these two documents I found out that they the app icons are not hyperlinked and I am sure some of you are not familiar with all of these icons therefore I am providing you with a short review together with the link of each app mentioned in these visuals."

"After two years of having iPads in our first grade classroom, I've found a few strategies that work to set up a successful and collaborative learning environment. We use our set of iPads to connect, create, share, and much more. However, without a few expectations and procedures our room would be chaos! So here are a few strategies for successful collaboration that can be applied to just about any technology in your classroom."

"e first few days of school are a vital time to set the right tone for the rest of the year. Many teachers focus on important things like getting to know their students, building relationships and making sure students know what the classroom procedures will be. While those things are important, Alan November, a former teacher-turned-author and lecturer says the most important ideas to hammer home will help students learn on their own for the rest of the year."

"Workflow is as much about inspiration and elegance as it is function and efficiency. Ideally a workflow for learning would promote curiosity and ambition as much as it supports students in accomplishing goals, turning in work, and other procedural events. Any workflow should also be aligned with the tools of the trade-in this case the hardware and software of an iPad. That's where Create, Publish, Promote comes in-three words that clarify a basic sequence that can realize the potential of mobile technology."

Inspect and Identify Damaged Clutch Parts of Your Car and Replace them with New Parts or Used Auto Parts to Boost Your Vehicle's Efficiency .

"'ve been reading a powerful new resource titled Beyond Pizzas & Pies, by Julie McNamara and Meghan M. Shaughnessy.  They describe fraction sense this way: Fraction sense implies a deep and flexible understanding of fractions that is not dependent on any one context or type of problem.  Fraction sense is tied to common sense: Students with fraction sense can reason about fractions and don't apply rules and procedures blindly; nor do they give nonsensical answers to problems involving fractions."

"For years, Canadian parents and educators have engaged in passionate debate over how kids learn math. The math wars, especially contentious in Alberta, have pitted "old" math versus "new," or "discovery," math. But Daniel Ansari, of the University of Western Ontario, says it's time to end the wars. The researcher says the evidence shows that the best way to teach math is with elements from both methods. He refers to the two schools as  "procedural learning" and "conceptual learning," and says they can complement each other when taught together. Ansari says he understands why the topic is so contentious, but adds that it doesn't need to be that way. He offers his solutions for educators, and for parents too. "

"We all have them, some good and some bad. We pick them up from friends, family, and even strangers. But we may not recall who we picked them up from or when they began. Because we've practiced them over and over, these seemingly thoughtless repeated habits or behaviors, the pathways in our brain have become so broad, fast, and efficient in carrying them out that we do them automatically without even thinking. Yet these unconscious habits and behaviors add structure and order to our lives and help us to make sense of the world we live in. Our classrooms are full of them. We teachers are pros when it comes to employing and modeling good habits and routines that enable us to manage and carry out the many tasks and demands of teaching. And when it comes to teaching mathematics, we model and teach our students how to carry out procedures and algorithms flawlessly. But why is it that these same students often struggle when confronted with a problem to which the immediate answer is unknown?"