Elaine doesn’t like it when her students struggle. She wants to run over to them, pick up the pencil, and show them the way. Yet she knows this is not best for them because when students productively struggle to make sense of the mathematics, they
Data can be used to make smart decisions, especially when it is the “right” kind of data. On the flip side, too much data can lead to analysis paralysis, which hurts productivity and stalls decision-making, especially if those analyzing the evidence are not sure how
While the concept of student-owned assessment is becoming more widespread, ways to engage and activate students as assessors are less familiar.
John Hattie (2012) describes assessment capable learners as those who ask where they are going, how they are going, and where to go next.
As practitioners in the field working with a variety of schools in developing academic and behavior systems, we have noticed the need for creating effective and practical Tier 2 interventions that work. We have found that Tier 2 interventions are often missing some critical markers,
This is a shameless play on “six degrees of separation.” I assure you Kevin Bacon will make no appearance, nor can I find any relationship between the two of us. Instead, I share some observations about representations in mathematics classes. Some are my own missteps.
In our work, we help teachers support rich, inclusive mathematical discussions among all students. For these discussions to happen, a classroom culture must be developed based on what are often new norms for mathematics class: that students should listen to each other, not just the
When you’re in the midst of school improvement planning to address some of the biggest pain points in your school—like literacy, equity, or leadership—there are plenty of options to choose from. You could attend events, fly in expert consultants, or send your staff to workshops
Professional learning communities (PLC) guru Rick DuFour wrote about the importance of using time as a variable to ensure learning for all students. He argued that although we know students vary in the amount of time needed for learning, we often provide all students with
In the army, the generals and colonels scheme all the finite maneuvers in training and in preparation for battle – deciding on the equipment to use, simulating how to approach the enemy, studying the layout of the land. The army’s extensive planning is remarkably commendable.