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Playlists that should particularly interest the GED teacher- Chemistry, Biology, American History, U.S. Government

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history biology literature learning education science humanities school "world history" ap tests smart fun chemistry psychology apush whap study "crash cours...

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At Crash Course, we believe that high-quality educational videos should be available to everyone for free! Subscribe for weekly videos from our current courses! The Crash Course team has produced more than 45 courses on a wide variety of subjects, including organic chemistry, literature, world history, biology, philosophy, theater, ecology, and many more!

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GED Math Example Videos and Lessons

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Know anyone who could use a free math tutor? L&S Learning is a place where anyone can ask any math question and I'll do my best to answer it. Like a private ...

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Practice, videos and notes for any math subject from counting to calculus

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Evaluate your PBL strategy for learning effectiveness.

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Are You Doing Projects Or Learning Through Project-Based Learning?
by Drew Perkins, Director of TeachThought PD

Project-based learning is not just doing projects, it's learning through the work of a project. In quality PBL the deeper connections and learning are established through the inquiry process as students make meaning out of an authentic challenge. By starting them at "create" on Bloom's Taxonomy we can then help them uncover the "remember" and "understand" pieces and grow those things as they analyze, apply, and evaluate.

Read also: Using Project-Based Learning To Flip Bloom's Taxonomy For Deeper Learning

One of the more powerful shifts and a-ha moments that can occur for teachers as they start their journey using project-based learning is realizing the potential of the Need to Know list. Understanding and taking advantage of the pedagogical relationship between the Driving Question and Need to Knows is key to getting the most out of PBL. It's this process that helps us shift from a push to a pull dynamic of teaching.

Instead of telling students what they need to know (learning targets or "I can" statements), help them identify the content and skills necessary to answer the challenge of the Driving Question as Need to Know questions. Aligning the thinking and learning (those things important to you as a teacher) as things they'll need to know for a challenge important to them helps establish a "why". That helps move from a culture of compliance to commitment and also helps them experience thinking like a content area expert in a way that can help them solve problems throughout their lives.

Read also: Are The Questions You're Asking Important To Your Students...Or Just You?

When designing your project it can be helpful to think, or even practice with someone, about how you're going to facilitate drawing out those necessary learning pieces and get them on your Need to Know list.

Will you use groups to discuss and generate questions?

Will you have them engage in a protocol like the QFT?

When will you need certain content or skills to show up on that Need to Know list?

How and when will you help students realize some of their Need to Know questions aren't actually necessary?

Facilitation of inquiry is one of those "art of teaching" practices that takes real skill and it's usually not enough to just present the Driving Question and ask "hey, what do we need to know?"

Learning through PBL takes solid design work that might be characterized as the "science of teaching". The architecture of a project should be intentional but flexible in a way that allows you to demonstrate your teaching artistry and lead your learners through the cognitive terrain you planned for as well as some you didn't.

I sometimes joke that quality PBL isn't akin to free range chicken. Quite the contrary, we want to be purposeful in our design so that learners are working with the content and skills in multiple ways that connect back to the Driving Question. It's that sort of PBL professionalism that produces craftsmanlike work and thinking in the culminating phases where students are sharing their learning with authentic audiences.
*previously published at TeachThought.com

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Are You Just Doing Projects Or Actually Learning Through Project-Based Learning? - TeachThought PD

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Are You Doing Projects Or Learning Through Project-Based Learning? by Drew Perkins, Director of TeachThought PD Project-based learning is not just doing projects, it's learning through the work of a project. In quality PBL the deeper connections and learning are established through the inquiry process as students make meaning out of an authentic challenge.

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Do your students have access to quality, digital texts? Students with digital devices in their hands should know where to go to access digital texts. There are many websites and apps where students can go to find high-interest, leveled content to read. I love tools that let students skim and search for short passages of informational text or dive into an interactive storybook.

When it comes to making your classroom library more tech-friendly you can add some of these favorite independent reading apps and websites to your student's devices. At the bottom of this post I have a special bookmarking tip to turn websites into app icons. This list of independent reading websites and mobile apps includes a range of favorites. You might choose a particular resource connected to your current unit of study, or introduce a few over the course of the year.

Independent Reading Apps and Websites

Newsela (website and app)

There are lots of reasons why I love Newsela. It's an online (and now mobile) platform for current events articles. Teachers can search for articles on different topics and scan through the most recent news reports. Once you've found an article to share with students you can choose between five different Lexile levels for the just-right level you need for your class or individual students - or for including paired passages is your lessons.

EPIC! (website and app)

EPIC! is a subscription-based ebook library for students. This iPad app and website gives elementary-school aged readers access to thousands of books straight from their device. Kids can set their preferences, browse the collection and earn badges for their achievements. This engaging app is great for reluctant readers or students struggling to find a just-right book that also captures their interest.

News-O-Matic (website and app)

An understanding of current events is essential for students of all ages. As you work to bring news stories to life for elementary school students you'll want to check out News-O-Matic. I shared News-O-Matic and it's bilingual content earlier this year ( News-O-Matic). What I love about this tool is how it quickly and easily it puts high-quality, kid-friendly content in the hands of students.

Oceanhouse Media (apps)

Oceanhouse Media has dozens of apps from Dr. Seuss to the Little Critters series, and plenty of nonfiction titles. These apps are available for iOS and Android devices. I love the Oceanhouse Media selections since they have so many classic titles. These apps let students read independently by swiping from one page to the next or listen as the books are read aloud.

Reading Rainbow (website and app)

Looking for a seemingly endless number of great books? Reading Rainbow has plenty of titles for independent readers. Students can work on any device to explore stories independently or with a partner. There are lots of choices for readers with different interests.

iPad Bookmarking Tip

If you're using iPads in your classroom you can set up your students' iPads with icons that take them straight to a favorite independent reading website. All you have to do is open up the reading website in your Safari web browser, tap on the share button, and choose 'Add to Home Screen.' This will create an icon similar to an app. when students tap on the icon the website will open up on their screen. Check out the steps below:
Do you have a favorite independent reading app or website? Share your go-to tool in the comments below!

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5 Independent Reading Apps and Websites (with a Bookmarking Tip!) - Class Tech Tips

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Do your students have access to quality, digital texts? Students with digital devices in their hands should know where to go to access digital texts. There are many websites and apps where students can go to find high-interest, leveled content to read. I love tools that let students skim and search for short passages of ...

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Article + video about jigsaw group method to promote student learning.

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This cooperative learning strategy has been around for decades, but how well do you really know it?
Say "Jigsaw" in some teaching circles and no one will bat an eyelash. It's one of those techniques that has been with us so long, it is no longer seen as new. When considering methods to share in my collection of instructional strategies, I ignored it for a long time because I assumed most people already knew how to use it. Still, I figured it was worth including at some point.

When I finally sat down to review the steps of Jigsaw, I came across a few surprises.

Although Jigsaw is typically presented as just one in a number of cooperative learning strategies, its origin story has little to do with academics. The strategy was developed by social psychologist Elliot Aronson in 1971 in response to the racial turmoil caused by recent school desegregation in Austin, Texas. "Long-standing suspicion, fear, and distrust between groups produced an atmosphere of turmoil and hostility," Aronson recalls on his website, The Jigsaw Classroom. "Fist-fights erupted in corridors and schoolyards across the city. The school superintendent called me in to see if we could do anything to help students get along with one another."

Rather than take a crisis management approach to the situation, which they believed would only put a band-aid on the problem, Aronson and his colleagues wanted a solution that was more organic, something built into the structure of students' everyday learning. What they came up with was Jigsaw, an instructional approach that required students to learn from each other, rather than from the teacher. Because students in a Jigsaw classroom could not succeed without one another, they had to learn to get along. "Learning from each other gradually diminishes the need to try to out-perform each other because one student's learning enhances the performance of the other students instead of inhibiting it, as is usually the case in most competitive, teacher-oriented classrooms."

For a more thorough understanding of the strategy and its history, read the Jigsaw Classroom's Jigsaw Basics white paper.

Although cooperative learning in general has been proven to have a strong positive impact on learning (Marzano, Pickering, & Pollock, 2001), researchers have found that Jigsaw in particular improves students' social-emotional learning. In studies comparing Jigsaw with traditional direct instruction, students taught with the Jigsaw method demonstrated increased feelings of autonomy, competence, and intrinsic motivation (Hänze & Berger, 2007). Another study comparing Jigsaw with cooperative learning that didn't include interdependence (a hallmark of Jigsaw) found that the Jigsaw students demonstrated improved attitudes toward their peers and reduced indicators of racial prejudice (Walker & Crogan, 1998).

Many teachers are looking for ways to help students become more independent learners who also function well in groups. If done correctly, Jigsaw can fulfill all of those needs without ever losing academic rigor.

As a teacher, I never received any formal training in this strategy, and when I tried it, I found it didn't work quite as well as I'd hoped. After studying the steps again, I realized I was organizing my groups the wrong way. Plus, I never bothered to give the quiz at the end.

Anyway, here's a video overview of the steps. If you're new to the strategy, this will show you how to do it. If, like me, you've tried it without success, this may help you fine-tune:

Want these steps written down? Click here to download a free copy (will open in a new window).

I had no clue about this! Since the original Jigsaw strategy was developed, other educators have improved on it with their own variations (Coffey, n.d):

Jigsaw II has all students read all of the material, but then specialize in one area for their expert groups. Then, when quiz time comes, students' individual scores are averaged within each group to arrive at a group score, which is then compared with other groups. This encourages groups to work harder to ensure that all members learn.

Jigsaw III builds in a group review before the final quiz.

Jigsaw IV adds a few extra components to Jigsaw III: The teacher starts by introducing the material, quizzes are given to the expert groups, and a re-teaching period is built in to address material that wasn't taught well in cooperative groups.

I should mention that clear information on these three variations was very challenging to find; with that in mind, I believe there's a need for a well-written set of instructions to help teachers give each variation a try.

So how do you like them apples? Kind of makes you want to get Jiggy with it, no? (Sorry, I couldn't help it. It was sitting right there.) If you have experience with Jigsaw and have insights or tips to add, please comment below. If you have questions about implementation, let's hear those, too.

Jiggy. ♥

References:

Coffey, H. (n.d.). Jigsaw (Educator's guides: North Carolina digital history). Retrieved from http://www.learnnc.org/lp/editions/nchist-eg/4584#noteref5

Hänze, M., & Berger, R. (2007). Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes. Learning and Instruction, 17(1), 29-41. Retrieved from http://www.sciencedirect.com/science/article/pii/S0959475206001174

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Silver, H. F., Strong, R. W., & Perini, M. J. (2007). The strategic teacher: Selecting the right research-based strategy for every lesson. Alexandria, VA: Association for Supervision and Curriculum Development.

Walker, I. (1998). Academic performance, prejudice, and the jigsaw classroom: New pieces to the puzzle. Journal of Community & Applied Social Psychology, 8(6), 381-393. Retrieved from http://uwf.edu/svodanov/AS/Jigsaw.pdf

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4 Things You Don't Know About the Jigsaw Method

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This cooperative learning strategy has been around for decades, but how well do you really know it?

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LP for Building a Board Game in Adobe Illustrator

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LP for Building a Board Game in Adobe Illustrator

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Building a Board Game Using Adobe Illustrator (by Ian Murray) | Adobe Education Exchange

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PL, Blog, classroom examples, and inquiry questions.

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The Galileo Educational Network has had the privilege of serving the educational community since 1999. Over the past 21 years, we have provided professional learning to over 40,000 dedicated leaders and teachers supporting and encouraging them to improve, strengthen, and change their professional practices to become more effective and innovative. We have contributed to the research literature in areas such as design-based professional learning, school and district leadership, design orientations to leading and teaching, responsive teaching, student intellectual engagement, and effective mathematics teaching. Unfortunately, like many good ideas, our time has come to an end as a formal organization. We know that many educators use our website for resources.
As a courtesy to those individuals we will maintain our website until June 30, 2021.

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Impacts of Design-based Professional Learning for New Teachers

Teachers new to the profession require additional supports to strengthen teaching practices and launch them on a trajectory of success and career long learning. Working in collaboration with a large urban school jurisdiction, Galileo designed and engaged cohorts of probationary teachers in a year long professional learning series. The focus of this series was to support new teachers in building competency to better meet the expectations of the Teaching Quality Standard (Alberta Education, 2018). Throughout the series new teachers engaged in cycles of learning where they were invited to design authentic discipline-based tasks and assessment practices to improve the learning of their students. These learning cycles also required teachers to gather evidence of the impact of their teaching on student outcomes and review this evidence with colleagues at each subsequent session.

Over the course of the 2018-19 school year, researchers from Werklund School of Education at the University of Calgary, studied this professional learning intervention and found statistically significant growth of these new teachers in four competencies of the Alberta Teaching Quality Standard: (1) demonstrating professional body of knowledge (through planning and designing learning activities, using instructional strategies to engage students in meaningful learning activities, applying assessment and evaluation practices); (2) engaging in career-long learning, (3) establishing inclusive learning environments when designing learning, and (4) applying foundational knowledge about First Nations, Métis and Inuit to Learning Designs.

The video reflects the learning experiences of teachers who participated in this professional learning series.

Hear from educational professionals about how the mentors at the Galileo Educational Network have transformed their teaching

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The Galileo Educational Network has had the privilege of serving the educational community since 1999. Over the past 21 years, we have provided professional learning to over 40,000 dedicated leaders and teachers supporting and encouraging them to improve, strengthen, and change their professional practices to become more effective and innovative.

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Teaching multiplication of fractions is, in one way, simple-the rule of multiplying across the numerators and the denominators is easy for teachers to teach and for students to learn. However, teaching so that students also develop understanding is more demanding, and Marilyn Burns tackles this in her new book Teaching Arithmetic: Lessons for Multiplying and Dividing Fractions, Grades 5-6 (Math Solutions Publications, 2003). In the following excerpt from Chapter 2, Marilyn builds on what students know about multiplying whole numbers to begin developing understanding of what occurs when we multiply fractions.

I began the lesson by posting the chart of "true" statements about multiplying whole numbers that I had previously generated with the class:

1. Multiplication is the same as repeated addition when you add the same number again and again.

2. Times means "groups of."

3. A multiplication problem can be shown as a rectangle.

4. You can reverse the order of the factors and the product stays the same.

5. You can break numbers apart to make multiplying easier.

6. When you multiply two numbers, the product is larger than the factors unless one of the factors is zero or one.

I planned to use these statements as a base for helping the students think about multiplying fractions. To begin, I pointed to the first statement:
1. Multiplication is the same as repeated addition when you add the same number again and again.
"Do you think this is true when we think about fractions?" I asked. I wrote on the board:

"Talk with your neighbor about how you might make sense of this problem with repeated addition," I continued.

After a few minutes, I called on Juanita. She said, "I think you can do it by adding one-half over and over again. I did one-half plus one-half, like that, six times. I think the answer is three." I wrote on the board:

"How did you get the answer of three?" I asked.

Juanita responded, "One-half plus one-half is one whole, and you can do that three times, and you get three." I wrote:

Eddie added, "It's like if you had six times something else, you could add the something else six times, and that's what Juanita did with the one-halves."

"So, does this first statement work for multiplying with a fraction?" I asked. The students nodded their agreement, and I wrote OK next to the first statement.

I then pointed to the second statement:
2. Times means "groups of."
"Does it make sense to read 'six times one-half' as 'six groups of one-half'?" Most of the students nodded.

Saul added, "The answer is still three." I wrote OK next to the second statement and then pointed to the third statement:
3. A multiplication problem can be shown as a rectangle.
I asked, "Can we draw a rectangle to show six times one-half?" The students weren't sure.

"Suppose the problem were six times one," I said, writing 6 x 1 on the board. The students were familiar with using rectangles for whole number multiplication. I sketched a rectangle, saying as I did so, "One side of the rectangle is six units long and the other side of the rectangle is one unit long." I labeled the sides 6 and 1 and then divided the rectangle into six small squares.

"See if this rectangle helps you think about how I might draw a rectangle to show six times one-half," I said.

Kayla said, "Just cut it in half."

"Which way should I cut the rectangle?" I asked.

"Sideways," Kayla said. I split the rectangle as Kayla suggested, then erased the 1 and replaced it with 1 written twice. Also, I shaded in the bottom half to indicate that it wasn't part of the problem.

"The top half of the rectangle is six units by one-half unit and shows the problem six times one-half. The bottom shaded half shows the same problem again, but we don't need to consider both. How many squares are there in the unshaded rectangle? Does this still give an answer of three?"

Damien explained, "Two halves make a whole, and you do that three times, so the six halves make three whole squares. Three is still the answer."

"But what about if both the numbers are fractions?" Julio challenged.

"Let's try one," I said. I wrote on the board:

I decided to show the students a way to think about representing the problem with a rectangle. "When I draw a rectangle for a multiplication problem with fractions, I find it easier first to draw a rectangle with whole number sides. So, for this problem, I think about a rectangle that is one by one," I said. I drew a square on the board, labeled each side with a 1, and continued, "This rectangle is a square because both factors are the same. It shows that one times one is one. Now watch as I draw a rectangle inside this one with sides that each measure one-half." I divided the square, shaded in the part we didn't need to consider to show the 1/2-by-1/2 portion in the upper left corner, and labeled each side 1/2.

I said, "The part that isn't shaded has sides that are each one-half of a unit. How much of the one-by-one square isn't shaded?"

"One-fourth," several students responded.

Saul was skeptical. He asked, "You mean that one-half times one-half is one-fourth?" I nodded.

"I don't get it," he said.

"But do you agree that the unshaded rectangle has sides that are each one-half?" I asked. Saul nodded.

"But you're not sure that the answer of one-fourth is correct?" I asked. Again, Saul nodded.

"Let's see if the other statements can help you see why," I said. I knew that if the students thought of the problem as "one-half of one-half," they would agree with the answer of one-fourth. I planned to develop this idea, and I used the next statement to do so.

I pointed to the next statement:
4. You can reverse the order of the factors and the product stays the same.
Craig commented, "That should work." Others agreed.

"But it doesn't matter for one-half times one-half," Brendan said. "If you switch them, you still have the same problem."

I said, "Right, so let's think about this statement for the first problem we solved-six times one-half. What about if we think about the problem as one-half times six?" I wrote on the board:

I continued, "If we think about the times sign as 'groups of,' then one-half times six should be 'one-half groups of six.' But that doesn't sound right. It does make sense, however, to say 'one half of a group of six,' or 'one-half of six,' and leave off the 'groups' part. Both sound better, and they're still the same idea. What do you think 'one-half of six' could mean?"

"It's the same," Sabrina said. "One-half of six is three, so one-half times six is three, and that's the same as six times one-half."

I said, "Let's think about one-half times one-half the same way. What is one-half of one-half?"

I heard several answers. "A fourth." "A quarter." "One-fourth."

"So what do you think about reversing the order of the factors when the factors are fractions?" I asked.

The students agreed that it would work, so I wrote OK next to Statements 3 and 4.

"Let's look at the fifth statement," I said, pointing to it:
5. You can break numbers apart to make multiplying easier.
"Talk with your neighbor about how you could apply this statement to the problem six times one-half."

After a few moments, I called on Brendan. He said, "It works. You could break the six into twos, and then you do two times one-half three times. Two times one-half is one. One plus one plus one is three. So it works." I wrote on the board:

Anita said, "We split the six into four and two. Half of four is two and half of two is one and two plus one is three. It works." I recorded:

I wrote OK next to the statement. "We have one statement left," I said, pointing to it:
6. When you multiply two numbers, the product is larger than the factors unless one of the factors is zero or one.
I asked, "Does this statement hold true for six times one-half?"

"It doesn't work," Sachi said. "Three is smaller than six, so it doesn't work."

"Could we change the statement so that it does work?" I asked.

Julio said, "It should say at the end 'unless the factors are zero or one or a fraction.'" I edited the statement as Julio suggested:
6. When you multiply two numbers, the product is larger than the factors unless one of the factors is zero or one or a fraction.
I thought about how to respond. If one of the factors is a fraction less than one, then Julio's idea works. But if the fraction is more than one, Julio's idea might not work. I wanted to acknowledge Julio's idea but also give him the chance to refine it. I posed a problem that had a fraction as one of the factors for which the answer was greater than both of the factors. I said, "That's a good idea, but I think it needs a little more information. Think about this problem-six times three-halves. That's the same as six groups of three-halves." I wrote on the board:

"Talk with your neighbor about what the answer would be to this problem," I said. After a couple of minutes, I called on Craig.

"We got nine," he said. "We knew that three-halves is the same as one and a half, and one and a half plus one and a half is three, and three plus three plus three is nine, so the answer is nine." I recorded Craig's idea on the board:

Craig continued, "And nine is bigger than six or three-halves. So the statement doesn't work. It works the way it used to be, but it doesn't work the way you changed it."

"I think I can fix what I said," Julio said. "The fraction has to be smaller than one. So any number that is zero or one or in between makes an answer that is smaller than the factors."

"So what should I write to change the statement?" I asked.

Julio said, "At the end, write 'zero or one or a fraction that's smaller than one.'" I wrote on the board:
6. When you multiply two numbers, the product is larger than the factors unless one of the factors is zero or one or a fraction smaller than one.
Julio and others nodded. I wrote OK next to the revised statement.

This was just the first lesson I planned to teach about multiplying fractions. In later lessons, I further developed the students' understanding and skills.

From Online Newsletter Issue Number 12, Winter 2003-2004

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Teaching multiplication of fractions is, in one way, simple-the rule of multiplying across the numerators and the denominators is easy for teachers to teach and for students to learn. However, teaching so that students also develop understanding is more demanding, and Marilyn Burns tackles this in her new book Teaching Arithmetic: Lessons for Multiplying and Dividing Fractions, Grades 5-6 (Math Solutions Publications, 2003).

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Give your reluctant students that growth mindset that they need to succeed in math!

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How to Learn Math is a free class for learners of all levels of mathematics. There are 6 sessions, the first three are approximately 10 minutes long and the last three approximately 20 mins long. It combines really important information on the brain and learning with new evidence on the best ways to approach and learn math effectively. Many people have had negative experiences with math, and end up disliking math or failing. This class will give learners of math the information they need to become powerful math learners, it will correct any misconceptions they have about what math is, and it will teach them about their own potential to succeed and the strategies needed to approach math effectively. If you have had past negative experiences with math this will help change your relationship to one that is positive and powerful.

The course will feature Professor Jo Boaler as well as videos of math in action - in dance, juggling, snowflakes, soccer and many other applications. It is designed with a pedagogy of active engagement.
Main concepts to learn in this course:

Knocking Down the Myths About Math

Math and Mindset

Mistakes and Speed

Number Flexibility, Mathematical Reasoning, and Connections

Number Patterns and Representations

Math in Life, Nature and Work

There are no prerequisites for this course.

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How to Learn Math is a free class for learners of all levels of mathematics. There are 6 sessions, the first three are approximately 10 minutes long and the last three approximately 20 mins long. It combines really important information on the brain and learning with new evidence on the best ways to approach and learn math effectively.

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Here's what Dawn, an Algebra teacher says about using warm-ups: "When I teach completely different preps back to back, I survive on the daily warm-up routine. Students automatically start working, and I pause and get my plan for the period straight. Warm-ups have changed faces over the years in my classroom. Fro m a daily word problem to 5 quick prerequisite problems, all were highly beneficial, but all took preparation. At some point it's hard to be awesome every single day and still have a life outside of school. I needed a routine that needed no prep. "

If you are not convinced to try warm-ups, check out Mrs. E's blog post: "Bellwork Keeps Me Sane."

Once you decide to incorporate a warm-up or bell-ringer into your daily routine, decide what format would be best for your class.

Here are 8 totally different ways that you can kick off your math period. Try a combination of a few of these ideas to get a well-rounded, but consistent warm-up routine.

I love this new warm-up idea from Algebra Simplified - "After reading an excerpt from a wonderful book on math teaching (that I cannot find to reference), I adopted the Function of the Day. No prep needed; just write a function on the board.

Students write 8 true facts about this function (I don't even collect it; we discuss their responses). For example, the function today for my Algebra IB students was x-2y=4. Students gave me the linear form, the x & y intercepts, the slope, the equivalent equation in slope-intercept form, equivalent equations using scalars, a perpendicular line, a parallel line, and a random point on the line in function notation.

Two weeks ago they couldn't even tell me the standard form of a linear equation. All of these concepts taught in a previous math class have been refreshed solely from this warm-up routine and debriefing of student responses. Don't tell them, but the functions are going to get progressively more complex." - Algebra Simplified

Julie from Secondary Math Solutions shared her newest warm-up strategy: "I tried something different last year and just had a joke posted when they came in.

One of my favorites was "what do you call friends that like math"? Algebros!! And from there we would go straight into checking the homework."

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8 Ways to Use Math Warm-Ups: A Collection of Ideas & Resources

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Here's what Dawn, an Algebra teacher says about using warm-ups: "When I teach completely different preps back to back, I survive on the daily warm-up routine. Students automatically start working, and I pause and get my plan for the period straight. Warm-ups have changed faces over the years in my classroom.

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Mathematical Mindset Teaching Resources - YouCubed

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Welcome to our Mathematical Mindset Teaching Resources page! On this page we share teaching resources and ideas that will enable students to see mathematics as an open, growth, learning subject and themselves as powerful agents in the learning process. These ideas will help you to create and maintain a growth mindset mathematics classroom.