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Nicole Martin

The Real Worlds | The Mathalicious Blog - 0 views

blog.mathalicious.com/...the-real-worlds

real-world math

shared by Nicole Martin on 19 Mar 14 - No Cached
    • Nicole Martin
      Nicole Martin on 19 Mar 14
       
      Whereas the goal of problem solving activities is for students to use some context to better understand mathematics, the goal with [our] applied activities is the exact opposite: to use mathematics to explore how the world around us - the external world that we often think of as the real, real world - works. Instead of discussing which type of activity - procedural, conceptual, or applied - we should use, a more constructive conversation would be about how often and when.  instead of debating which world is the best, we would do better to consider how to best integrate them: how to stop the pendulum from swinging and find its equilibrium (or at least limit the swing to a stabler range). How real-world an activity is first depends on the world in which it exists, and the goal it's intended to serve. 
  • Shelley Clifford on 18 Apr 14
     
    Great blog to know about. In order to decide whether a particular math activity is "real-world," it's important to first determine the world in which the activity is intended to exist. From our perspective, there are three different worlds that constitute the universe of math instruction: the world of procedural fluency; the world of conceptual understanding/problem solving; and the world of applications. Only once we understand how each world works can we determine whether an activity within it is "real" or not.
Jim Tiffin Jr

The Backwards Brain Bicycle - Smarter Every Day 133 - YouTube - 0 views

www.youtube.com/watch

SmarterEveryDay learning brain education knowledge understanding YouTube video fromPLN From@ransomtech neurology bike riding Brain Based Learning unlearning adult learning

shared by Jim Tiffin Jr on 28 May 15 - No Cached
  • Jim Tiffin Jr on 28 May 15
     
    "Knowledge does not equal understanding." How difficult it is for adults to unlearn something, but not as difficult for children to do so. Emphasis is on how our brain works for storing ideas, but there are a multitude of lessons here for educators to consider.
Bo Adams

8 EduWins of 2013 | Edutopia - 0 views

www.edutopia.org/...best-wins-2013-betty-ray

edutopia trends wins #MustRead innovation

shared by Bo Adams on 27 Dec 13 - No Cached
  • Bo Adams on 27 Dec 13
     
    "We're always hearing about how education is so messed up -- so often, the conversation focuses on all the negatives. But there are also plenty of "EduWins," too -- awesome ideas, videos, people, programs, practices, products, Tweeters, teachers, and technologies that are making a difference and changing the lives of real students on a global scale. Indeed, as technology continues to quietly revolutionize learning, and models like project-based learning become more broadly accepted, and neuroscience deepens our understanding of how our miraculous brains actually work, it is no surprise that so much is changing in education. And -- as with any change -- there is the good and the bad. So we asked our intrepid team of bloggers to reflect on this year's biggest eduwins, and here are their thoughts."
Bo Adams

Transforming Education: The One Thing I'd Change in 2014 | Edutopia - 1 views

www.edutopia.org/...the-one-thing-elena-aguliar

listening collaboration edutopia change relationship #MustRead

shared by Bo Adams on 07 Jan 14 - No Cached
  • Bo Adams on 07 Jan 14
     
    "Learning to listen doesn't mean that we stop all other work. It doesn't mean that the principal ceases to lead from a collaboratively built, living vision; it doesn't mean that teachers stop offering challenging texts or allow their classrooms to become unruly. It would mean that we'd pay much more attention to how we communicate with each other, to how we listen to each other. Authentic dialogue could lead to stronger communities, to deeper understandings across difference, and to finding creative solutions to the problems that exist in our schools and country. That's my hope for 2014: that we learn how to slow down, listen, and effectively communicate with each other."
  • Shelley Clifford on 11 Jan 14
     
    We need to remember this when we create parent questionnaires in August. This is a great read for Eileen and my Project Zero presentation too. Listen!!
ehayes38

A Note About Reading Levels - 0 views

fpblog.fountasandpinnell.com/a-note-about-reading-levels

Reading Levels

shared by ehayes38 on 06 Aug 19 - No Cached
  • reading levels are a valuable tool for teachers, and should not be used as a label for the children we teach, but rather should be used to make good decisions in instruction.
  • The goal is for teachers to learn about the characteristics of each level to inform their decisions in teaching—how they introduce a book, how they discuss a book, how they help children problem-solve as they process a book. 
  • A reading level is the result of complex analysis that children don’t (and shouldn’t have to) understand.
  • ...6 more annotations...
  • The teacher’s knowledge of the child’s reading level allows them to gently guide and support the child’s choices, while also understanding that a child will experience a variety of levels of text throughout the day in different instructional contexts like interactive read-aloud, shared reading, book clubs, independent reading, and guided reading.  
  • Educators might share a book the child read at the beginning of the year, and a book that the child read later in the year, and some discussion of the text characteristics of each book so that parents can see that difficulty is increasing, as is proficiency.
  • Along with talking about a child’s independent and instructional reading levels, teachers can also talk about a child’s engagement with reading: how many books the child has read, what his tastes are, whether he is putting in a lot of effort or showing initiative.
  • helping families to see a complete picture of their child’s progress, beyond just a reading level.
  • cultural, linguistic, socioeconomic, and ethnic diversity vitally enriches our classrooms and our lives, and that this should be reflected in and resonate throughout what we teach our students, how we teach them, and the books that they read in our classrooms.
  • We can only do this by creating and maintaining inclusive environments that recognize, honor, and leverage the strengths of all students.
Nicole Martin

Why some schools are giving letter grades a fail - The Globe and Mail - 1 views

www.theglobeandmail.com/...article17807841

assessment

shared by Nicole Martin on 09 Apr 14 - No Cached
  • Shelley Clifford on 18 Apr 14
     
    We don't give grades... because we give more descriptive feedback. I think it would be interesting to see of we notice any increase in learning since we switched - or if kids' attitudes/beliefs about learning changed. I think standards-based grading has increased teacher understanding of learning outcomes and allowed more flexibility in designing learning experiences and assessment.
Bo Adams

Homework vs. No Homework Is the Wrong Question | Edutopia - 0 views

www.edutopia.org/...k-wrong-question-maurice-elias

homework #MustRead

shared by Bo Adams on 04 Apr 15 - No Cached
  • Ideally, we want children to understand that they are always learners. In school, we refer to them as "students" but outside of school, as children, they are still learners. So it makes no sense to even advertise a "no homework" policy in a school. It sends the wrong message. The policy should be, "No time-wasting, rote, repetitive tasks will be assigned that lack clear instructional or learning purposes."
  • Bo Adams on 04 Apr 15
     
    HT @eijunkie
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