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Provide opportunities for students to communicate and construct learning through engaging, collaborative tasks.

EX) matching cards in groups to interpret multiple representation such as matching graphs with characteristics

Beneficial as collaboration helps students use mistakes to improve understanding, and to listen and reflect on ideas of others and get reasoned explanations.

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Make sure to encourage mistakes in a safe, secure environment. Also, fight stereotypes that say only certain people can do math as everyone with hard work and practice.

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Growth Mindset students believe that difficult tasks are opportunities to grow and mistakes are a vital part of the process.

One method to encourage mistakes is to explain to students that with each failure your brain make more tiny connections and grows stronger. When you see a big mistake you can yell "YES, I have just made my brain stronger!"

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Concept based lesson plans should accommodate opportunities for learners to take differ like of inquiry and not have rigid one sided perspectives. Teachers should entertain and encourage students questions and lines of thinking with problems and concepts.

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Teacher Talk Time Vs Student Working Time

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Teacher Talk Time Vs Student Working Time

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It is essential to limit teacher talk time and to have student engaged in self centered learning, activities, and collaboration. I personally like the age to two ratio or not talking for longer than the age of the student in minutes. I also think that the 70/30 rule or that the teacher should only talk for about 30% of the period is valuable.

Limiting teacher talk time reduces the risk of behavior issues, attention problems, and gets students to think for themselves which strengthens their knowledge of the content.

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The 70/30 Principle: Rebalancing the learning equation - SmartBrief

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This post is by Victoria Halsey, an expert in workplace learning and author of “Brilliance by Design: Creating Learning Experiences That Connect, Inspire, and ENGAGE.” She is vice president of applied learning at The Ken Blanchard Cos. Contact her at vicki.halsey (at) kenblanchard.com. The traditional approach to workplace learning and teaching is beyond old school […]

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Otherwise can be interpreted as "respectful teaching" or thinking of all students success

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Curriculum Related Elements of a Differentiated Classroom

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Curriculum Related Elements of a Differentiated Classroom

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1) Content: specially for math you can give tiered tasks of varying levels of difficulty so that students can do problems and master each level before moving on

2) Process: giving options for processes to solve problems

3) Product: the medium or of which students present their knowledge is different Ex: video, website, presentation for a tiered activity

4) Affect: Refers to the ability to move emotionally or to touch the feelings of your students

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7 Strategies for Differentiated Math Instruction

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These strategies provide differentiated math instruction to K-12 teachers looking for ways to personalize their mathematics teaching.

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Break processes up into analytical, practical, and creative and have students choose which way fits them best, also encourage students to do multiple ways

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Allows students to start where they see fit and work through the difficulties.

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Can give students a jumpstart or little nudge on problems that they need some guidance on or to help them move to the next stage of understanding.

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1) On medium in which they present knowledge

2) bout what they want to know (Can use the KWL and have students come up with a list of questions about a particular unit and prioritize and address each question)

3) Choice to motivate and engage in the content

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When you do a random call or a popsicle stick call out you run the risk of students feeling called out and embarrassed when they don't know the answer. Math anxiety and fear is encouraged when students are randomly asked to answer questions.

Instead to promote more participation and less fear, use methods such as thumbs at chest or think pair share to get paper feedback.

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Think Pair Share - Instructional Strategy Overview and Examples

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Structure is one of the most important factors for effective student participation and collaboration. With a traditional classroom where there is a teacher is front and desks in the back, the eager to learn students sit up front and slack offs generally migrate towards the back. This puts the teacher at center stage and makes them the center of learning.

Instead, structuring a classroom so that the teacher is integrated in the learning environment and acts more as a guide on the side. The main focus should be putting kids in groups to be able to share and be the center of their own learning. I like fours because you can do elbow, diagonal, and cross partners. Collaboration is key.

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Keeping Students on Task in Social Learning Environment

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Keeping Students on Task in Social Learning Environment

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Obviously, with a social learning environment comes the opportunity for distractions. In order to keep students on task in these environments, they must establish clear and concise expectations, give students specific roles within the group, and have close proximity and check ins throughout. Also making sure that there are activities involved in the collaboration such as placematting or introducing valuable guided questions.