# data[].attributes.headline
developing empathy for students' experiences

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developing empathy for students' experiences

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implement the use of extra time when working on problems

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implement the use of extra time when working on problems

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"Note that these teachers are not pointing to students who are speedy with their basic facts, but those who have the ability to reason and make sense of mathematics."

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"Note that these teachers are not pointing to students who are speedy with their basic facts, but those who have the ability to reason and make sense of mathematics."

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screen test all students and don't use a teacher nomination approach 

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screen test all students and don't use a teacher nomination approach 

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help students develop confidence in their math abilities

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help students develop confidence in their math abilities

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Each morning, students who need extra help in math or writing also attend a small 30-minute class focused on those subjects. Every six weeks, staff review student performance data to determine if they need additional support, such as smaller breakout groups that focus on specific math concepts.

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Find engaging ways to challenge all students to reach higher levels of thinking during math to help you evaluate those who stand out amongst the rest in their thinking.

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Find engaging ways to challenge all students to reach higher levels of thinking during math to help you evaluate those who stand out amongst the rest in their thinking.

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allow students to increase the pace of their own learning

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allow students to increase the pace of their own learning

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fan of word meanings in english and spanish to help them translate and connect the words

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Maintain a supportive classroom environment

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Maintain a supportive classroom environment

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Activating prior knowledge->students can make connections

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Activating prior knowledge->students can make connections

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Posted Lesson Goals

Assignment options

Flexible workspaces

Regular feedback

Digital and audio text

Determine high-priority concepts in that grade

Provide scaffolding

Accessible learning materials

Visual Aids

Know your students’ strengths and barriers

Offer choices for how students demonstrate their knowledge

Share content in a variety of ways

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AVOID assigning more of the same work, giving free time to early finishers, assigning gifered students to help struggling students, providing pull-out opportunities, or offering independent enrichment using technology

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AVOID assigning more of the same work, giving free time to early finishers, assigning gifered students to help struggling students, providing pull-out opportunities, or offering independent enrichment using technology

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Explaining the purpose for learning-Why they are doing it

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Explaining the purpose for learning-Why they are doing it

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Create inviting and familiar instruction as you connect students' interests to content material being learned

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Create inviting and familiar instruction as you connect students' interests to content material being learned

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present open-ended problems and investigations so students can use divergent thinking

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present open-ended problems and investigations so students can use divergent thinking

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make the classroom a comfortable environment for students.  It allows them to take more risks

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make the classroom a comfortable environment for students.  It allows them to take more risks

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Teachers focused on teaching academic language rather then just content.

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Teachers focused on teaching academic language rather then just content.

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daily and or weekly check ups

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Have plans for differentiation should more accelerated students need an additional challenge while completing independent work.

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Have plans for differentiation should more accelerated students need an additional challenge while completing independent work.

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teachers can offer students choice in how

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teachers can offer students choice in how

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they engage in mathematical problem solving (

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Create more opportunities for students to share out loud and collaborate with others.

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Create more opportunities for students to share out loud and collaborate with others.

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Incorporate math instruction that is engaging and irresistible (i.e brainteasers, mysteries) which can be solved through math 

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Incorporate math instruction that is engaging and irresistible (i.e brainteasers, mysteries) which can be solved through math 

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creating tools that are beneficial for students individual needs

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https://www.readingrockets.org/topics/assistive-technology/articles/5-examples-universal-design-learning-classroom

https://www.texthelp.com/resources/blog/7-ways-to-introduce-udl-into-your-classroom/

https://www.edutopia.org/article/making-math-accessible-all-students/

https://www.goodwin.edu/enews/how-to-use-universal-design-for-learning-in-the-classroom/

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students are more engaged and take risks when the teacher values thinking more than accuracy.

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students are more engaged and take risks when the teacher values thinking more than accuracy.

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Common Core Math Standards focus on teaching concepts rather than memorization of facts and procedures.

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Common Core Math Standards focus on teaching concepts rather than memorization of facts and procedures.

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adding English translation words next to native language words

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adding English translation words next to native language words

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raise level of rigor and/or complexity by connecting math to other subject areas

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raise level of rigor and/or complexity by connecting math to other subject areas

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“productive struggle" where students can work through challenging problems rather than being provided the exact steps and answers 

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“productive struggle" where students can work through challenging problems rather than being provided the exact steps and answers 

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can work through challenging problems and mistakes, rather than providing each step and answer.

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Students with disabilities deserve equal access to mathematical thinking and learning.

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Allow students to take responbility over their own learning, help students develop achievable personal learning goals, have them reflect on their learning experience for each unit, set weekly targets for mastery of basic facts 

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Allow students to take responbility over their own learning, help students develop achievable personal learning goals, have them reflect on their learning experience for each unit, set weekly targets for mastery of basic facts 

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learn which language the student previously learned math in to identify their math vocab knowledge

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Scaffold instruction and teach "tricky words" explicitly

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Scaffold instruction and teach "tricky words" explicitly