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How can I identify the effective parts of a hands-on complex review?

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How can I identify the effective parts of a hands-on complex review?

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Caitlin Ritter / What I want to Accomplish

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Caitlin Ritter / What I want to Accomplish

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I want to use hands-on complex activities as a review of the chapter instead of my old method of worksheet review. I also want to know if it is more effective, and if so what makes it more effective. If I learn this, then I can design more effective reviews.

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How will I show a correlation between hands-on activities and better learning?

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How will I show a correlation between hands-on activities and better learning?

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How will I collaborate with other teachers if I am the only high school math teacher?

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How will I collaborate with other teachers if I am the only high school math teacher?

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How do I use both qualitative and quantitative data?

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How do I use both qualitative and quantitative data?

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Michigan E-Library

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MeLCat, the Michigan eLibrary Catalog and Resource Sharing System

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This project was made possible in part by the Institute of Museum and Library Services. Additional funding is provided by the State of Michigan and the Library of Michigan Foundation.

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Caitlin Ritter / Websites For Hands-On Complex Activities

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Caitlin Ritter / Websites For Hands-On Complex Activities

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Here are activities highlighting hands-on complex situations.

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Caitlin Ritter / Common Core and the Math Practices

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Caitlin Ritter / Common Core and the Math Practices

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For more than a decade, research studies of mathematics education in high-performing countries have concluded that mathematics education in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on this promise, the mathematics standards are designed to address the problem of a curriculum that is "a mile wide and an inch deep."

These new standards build on the best of high-quality math standards from states across the country. They also draw on the most important international models for mathematical practice, as well as research and input from numerous sources, including state departments of education, scholars, assessment developers, professional organizations, educators, parents and students, and members of the public.

The math standards provide clarity and specificity rather than broad general statements. They endeavor to follow the design envisioned by William Schmidt and Richard Houang (2002), by not only stressing conceptual understanding of key ideas, but also by continually returning to organizing principles such as place value and the laws of arithmetic to structure those ideas.

In addition, the "sequence of topics and performances" that is outlined in a body of math standards must respect what is already known about how students learn. As Confrey (2007) points out, developing "sequenced obstacles and challenges for students...absent the insights about meaning that derive from careful study of learning, would be unfortunate and unwise." Therefore, the development of the standards began with research-based learning progressions detailing what is known today about how students' mathematical knowledge, skill, and understanding develop over time. The knowledge and skills students need to be prepared for mathematics in college, career, and life are woven throughout the mathematics standards. They do not include separate Anchor Standards like those used in the ELA/literacy standards.

The Common Core concentrates on a clear set of math skills and concepts. Students will learn concepts in a more organized way both during the school year and across grades. The standards encourage students to solve real-world problems.

Understanding Mathematics

These standards define what students should understand and be able to do in their study of mathematics. But asking a student to understand something also means asking a teacher to assess whether the student has understood it. But what does mathematical understanding look like? One way for teachers to do that is to ask the student to justify, in a way that is appropriate to the student's mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.

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For more than a decade, research studies of mathematics education in high-performing countries have concluded that mathematics education in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country.

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Caitlin Ritter / Multiple Intelligences  Research - Howard Gardner

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Caitlin Ritter / Multiple Intelligences  Research - Howard Gardner

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Higher Education

During five years of on-site research, Howard Gardner, Wendy Fischman, and a research team interviewed over 2000 individuals on 10 disparate campuses-incoming students, graduating students, faculty, administrators, parents, young alums, trustees, and job recruiters. In April 2022, MIT Press published their book The Real World of College.

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During five years of on-site research, Howard Gardner, Wendy Fischman, and a research team interviewed over 2000 individuals on 10 disparate campuses-incoming students, graduating students, faculty, administrators, parents, young alums, trustees, and job recruiters. In April 2022, MIT Press published their book The Real World of College.

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Do Hands-On Complex Activities help students learn better than worksheets? If so what parts are the most effective?