Group items tagged

Encouraging students to set reading and math goals can be very beneficial to students learning.

Setting goals is a great way to keep students motivated in their learning. When students set goals, they are more likely to reach their SMART Target Learning goal.

This is the position statement developed by the National Association for the Education of Young Children related to mathematics in early childhood education. This document outlines 10 strategies for high quality math instruction in the early childhood classroom, as well as, 4 strategies for educational institutions, program developers and policy makers. I found the 10 strategies for teachers to be particularly beneficial in my own reflective practice.

Vocabulary instruction is essential to effective math instruction. Not only does it include teaching math-specific terms such as "percent" or "decimal," but it also includes understanding the difference between the mathematical definition of a word and other definitions of that word...

This article, by the Access Center, discusses how to implement differentiation effectively in the classroom. The method put forward states that one must access student readiness, determine student interest and identify learning styles to successfully differentiation. Multiple strategies are also presented for implementation in a math classroom setting.

Exit slips for kindergarten is a great way to test the knowledge of students on the current lesson for the day. It serves as a quiz and comprehension check. This website can be useful for a SMART learning goal because students will be using classroom manipulatives to show their knowledge on measuring various items.

#EDTC615 #Spring2018

SMART Goal: Given 1 month of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least one level. This article explains how implementing consistent guided reading in the classroom can improve reading levels. This directly relates to my SMART Goal because it gives suggestions on how to organize and implement the difficult task of guided reading groups.

This is a great source that provides the similar manipulatives that we use in math- digi blocks, fraction patterns, base tens blocks. Students can manipulate the resources online. In the homepage, you'll see that the manipulatives are organized by grade level and math topic.

This article provides both in classroom as well as online teacher resources to incorporate when teaching word problems to upper elementary aged students. It provides easy to implement strategies and an overview of why they are important.

By using handheld technology tools, autistic students are given a learning boost and a social one.This supports students with learning needs because they can use it to communicate.

This article describes a model for teachers to employ when training students with disabilities to self-advocate on a day-to-day basis, thereby supporting students' ability to obtain needed accommodations while also engaging school contexts with a positive sense of self-directedness, agency, and efficacy.

In this online resource a teacher shares how to have students collaborate on the writing process using the online tool/app of Socrative. It is articulated very well and this is a process I have used in the past with AP writing students!

In this article, Dean breaks down the writing process for teachers. This resource provides educators with a comprehensive instructional guide for writing. In order to best fit instruction for our students, writing needs to be individualized and differentiated. Instructional strategies that are effective are based on the students' needs.

At the New Mexico School for the Arts, they tried a variety of approaches for using data to improve student achievement, and didn't get it right at first. This article shares what they learned.

This article includes example-based insights and techniques for using student performance data when talking to parents about their children.

As a language teacher, I found this article to be relatable because it discusses the ways in which teachers can close the achievement gap with students whose first language is not English. The article discusses achievement gaps and ways to combat them for ELL students.

This is not an article but a diagram that shows how learning gaps in lower grades continue and get more pronounced as a student moves on. I felt that this was important to me because I teach 1st grade. As teachers we need to lessen the learning gaps early.

I selected this article as it serves as a reminder that as educators we need to look at our instructional techniques and designs to figure out what we can do better in helping our students learn. Sometimes, we get so comfortable with a particular strategy, that we fail to see how it impacts student learning. This article is a reminder that we must vary instruction to promote student learning. Abstract: The problem of achievement gaps among different subgroups of students has been evident in education for many years. This manuscript revisits the work of renowned educator Benjamin S. Bloom, who saw reducing gaps in the achievement of various groups of students as a simple problem of reducing variation in student learning outcomes.