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Confusing the variable x with the operation x-Math

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Confusing the variable x with the operation x-Math

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I am currently teaching solving linear equations in one variable and students are having a difficult time distinguishing between if the symbol 'x' is a variable or the multiplication sign

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The subject of the sentence is what the sentence is about.
Not exactly, the subject is the noun/pronoun performing the verb

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http://www.leadwithlanguages.org/busted-myths-and-misconceptions-about-language-learning/

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Art Article for artists regarding the misconceptions about art, shape, balance and color, by Gina De Gorna. Painting tips to improve your painting techniques and paintings.

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Art Article for artists regarding the misconceptions about art, shape, balance and color, by Gina De Gorna. Painting tips to improve your paintings.

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Many students believe that in order to have the best possible essay or paragraph they have to write enough to fill the page or enough to satisfy the "length requirement".
Often times my students ask how long I want their response to be, realistically I answer, "long enough to answer the question completely". However, often times I get half-hearted answers that don't answer the question, yet when I give them a page or length requirement they write so many filler words that it becomes jumbled. It's a difficult grey area to work around but finding a balance between quantity
and quality is key to a students' success.

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A common misconception students (and teachers) can have is whether their proficiency is tied to innate aptitude or learned ability. This is most easily identified in performing arts classes, but is transferable to other content areas. Kids assume they are "math people" or "English people," and their is truth to students having aptitudes for certain subjects. However, you can't allow them to assume that their abilities can't improve because of their initial aptitude for a subject. Misconceptions can be about more than content; they can be about themselves.

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http://www.tandfonline.com/doi/abs/10.1080/10632913.2013.769825

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The Spitfire was essential to the victory of the Battle of Britain! -Wrong...The application of RADAR and the quantity of Hawker Hurricane fighter squadrons, prevented the German control over British skies in 1940

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Social Studies Misconceptions: Columbus discovered the Americas. Actually: Vikings discovered North America approximately 400 years earlier, for a short time. Instead of simply going on the Columbus narrative ... ask students who the first was? They all said Columbus. I asked was he?? At least one student in each section raised their hand to tell me that Vikings had actually done so. My misconception was none of them would know that. We have misconceptions about students too! 

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Social Studies Misconceptions: Columbus discovered the Americas. Actually: Vikings discovered North America approximately 400 years earlier, for a short time. Instead of simply going on the Columbus narrative ... ask students who the first was? They all said Columbus. I asked was he?? At least one student in each section raised their hand to tell me that Vikings had actually done so. My misconception was none of them would know that. We have misconceptions about students too! 

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ELA

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Advanced, Striving,
ELS, Special Education

More than 5,000,000 students and 310, 500 teachers are currently experiencing the power of Achieve3000's solutions firsthand.

Ela, Social Studies,
Science, Math

Teachers in every subject rely on Achieve3000's solutions to promote equity, increase engagement, and accelerate learning in their classes.

Including Nine of the Top 10 in the Nation

Schools and districts in all 50 states use Achieve3000's proven learning solutions to help their students reach their goals.

In Africa, Asia, Europe,
and the Middle East

For over a decade, Achieve3000 has been helping international schools accelerate learning, increase access, and improve English proficiency.

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Achieve3000 | Differentiated Instruction. Accelerated Learning. | Grades PreK-12

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Help every student unlock their potential with differentiated and personalized digital learning solutions.

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https://www.kindermusik.com/mindsonmusic/benefits-of-music/5-common-misconceptions-about-music/

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Why teachers need to know the wrong answers

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Why Teachers Need To Know The Wrong Answers _ NPR Ed _ NPR.pdf

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Every English Language Arts (ELA) student approaches a course with different talents, struggles, and experiences. ELA course writers should be aware of the diversity of the modern classroom and prepare to consider the many contexts students may be using to approach a question, lesson, or unit. But even though students are diverse and unique, there are some misconceptions that are common no matter what background students come from. Here are four typical student misconceptions about English

Language Arts:

There are no right or wrong answers when interpreting poetry or prose.

As a new teacher, I was guilty of reinforcing this misconception with students; I wanted my students to feel comfortable and confident in expressing their thoughts. I quickly changed my approach when a student wrote an essay explaining that Macbeth really took place within a dream realm, and the title character never really experienced any of the events of the play. This student referenced other works (mainly television shows) that used this plot twist as support.

While interpretation is somewhat subjective, of course there are wrong answers! Creativity or innovation that is not deeply rooted in relevant sources of support is meaningless to interpretation. English course writers must provide abundant support to teach students how to interpret literature, including how to make strong and logical inferences as well as how to support those inferences from the text or relevant outside sources. Course writers must address these issues within the curriculum by including instruction and practice for students to identify relevant sources, utilize textual evidence to reinforce claims, and critique their own interpretations for flaws or inconsistencies. Likewise, when writers develop answer keys for short-answer or essay questions, they should provide the teacher with example answers or key points to look for within students' responses instead of the ubiquitous phrase "answers may vary."

No one uses literature in the real world.

Students love to ask, "When will I ever use this?" when they are frustrated, struggling, or bored with the material and, at first blush, this might seem like a tough question to answer. Course writers should preemptively address this concern by providing real-life examples of how the study of literature can improve students' lives in the real world. The most obvious answer is that we study literature to understand human nature: to appreciate others' experiences, examine our personal beliefs, and consider ethical situations. But we use lessons from literature in much more subtle ways, too. Studying literature improves our critical thinking skills by asking us to take the time and brainpower to really consider an issue. Instead of making quick, thoughtless decisions, literature encourages students to make careful considerations about the information they receive. Course writers can strengthen the subtle applications of literature by tying in critical thinking skills within ELA curriculum.

Some people are just bad at reading.

Or some people are just bad at writing, or public speaking, or understanding poetry. While every learner has innate talents and struggles, sometimes students believe there will be some things they just won't ever be able to master. The truth is that students can always improve and learn new skills, even if they don't seem to come naturally. All of the skills just listed are learned tasks, and even the best student has something to learn and ways to improve. English curriculum should promote the idea that these skills can be learned, even if they don't come easily or naturally. Course writers can focus instruction and performance tasks on strengthening basic skills, developing new strategies, and providing opportunities for students to practice their skills. By reinforcing the basic skills while including practice, both struggling and high-performing students can make learning gains and build a strong ELA skill set.

The longer the answer, the better.

It's easy to see how students develop this misconception-English teachers often give students minimum-length requirements for short-answer and essay questions in an effort to encourage well-developed, thoughtful answers. But students may come to the conclusion that if the teacher is expecting one paragraph, three or four will be more impressive...right? English course developers can combat this misconception by emphasizing quality over quantity. They can incorporate instruction in cutting unnecessary words, using potent vocabulary, and providing examples of brief and effective prose and poetry. By incorporating strategies for creating succinct and powerful messages, course developers can help emerging writers become powerful communicators. There are many interactive ways to encourage succinct writing; one fun method is a journalism trick called the stoplight game. Students are directed, "If you only had the length of a stoplight to tell someone as much important information as possible about the story (or essay, paragraph, etc.), what would you say?" Students can do this alone or with partners to see if their responses have useless information or can be reworded for the most clarity and impact in the fewest possible words.

These are just four student misconceptions ELA course writers should address. What are some other common misconceptions, and how do we combat them?
More Blog Posts

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4 Typical Student Misconceptions that Every ELA Course Writer Must Consider

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Every English Language Arts (ELA) student approaches a course with different talents, struggles, and experiences. ELA course writers should be aware of the diversity of the modern classroom and prepare to consider the many contexts students may be using to approach a question,

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Despite its brevity, US history has provided us with numerous colorful characters and significant events to examine. From quirky inventors to red-blooded patriots, the annals of this country's history are filled with wondrous tales and exploits of those before us. And, of course, more than a few myths have snuck their way in, as well.

1. Paul Revere's Midnight Ride

It is one of the most iconic scenes of the Revolutionary War. The image of Paul Revere on horseback, shouting "The British are coming!" turned him into one of the country's greatest patriots. But this moment has little to do with reality.

In fact, the valiant Paul Revere on horseback can only be found in a famous poem titled "Paul Revere's Ride" by Henry Wadsworth Longfellow, which appeared 85 years after the ride itself. Obviously, since he was a poet and not a historian, Wadsworth took significant liberties in order to portray Revere as heroically as possible.

Truth be told, Revere's ride wasn't seen as a big deal in his own time. It wasn't even mentioned in his obituary. For starters, he didn't do it alone. As he went along his route, he was joined by several others who helped him warn of the arriving British forces. We know of at least two other men who accompanied him: Samuel Prescott and William Dawes.

And he wouldn't have shouted "The British are coming" for two reasons. One, this was a secret mission where he had to evade British patrols. And two, most people living in Massachusetts at the time were ethnically English and considered themselves British. If anything, he would have warned that the Regulars are coming.

2. Betsy Ross and the American Flag

The legend of Betsy Ross designing the first American flag is very pervasive today, mostly due to great timing. But the truth is that there is no historical evidence to suggest that Ross or any other person was solely responsible for creating the flag design with the 13 stars arranged in a circle.

However, it should be noted that during her time Ross herself never claimed responsibility for this feat. According to Betsy, her contributions involved selecting a five-pointed star over a six-pointed one because they were easier to make.

The concept of Ross creating the flag came 35 years after her death, courtesy of her grandson, William Canby. He had quite a great story to tell that was supposedly passed down through the family.

It was all about how Washington himself came into Ross' store one day and she impressed him by showing how easily a five-pointed star could be made, so he commissioned Betsy Ross to create the entire flag. It was a very appealing story, but Canby didn't have any evidence to support it.

However, he did come out with it during the Centennial Celebrations. People were eager to learn about the first patriots of this country so the story gained a lot of publicity. Many of them preferred this version over the truth, whatever that might be.

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10 American History Myths You Probably Believe

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Despite its brevity, US history has provided us with numerous colorful characters and significant events to examine. From quirky inventors to red-blooded patriots, the annals of this country's history are filled with wondrous tales and exploits of those before us. And, of course, more than a few myths have snuck their way in, as well.

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Research study that describes algebra-related misconceptions.

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​" Nearly four decades of scientific research on how children learn to read supports an emphasis on phoneme awareness and phonics in a literature-rich environment. These findings challenge the...

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Click on a topic and then you have the option to click on misconceptions.

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This site contains several strategies for overcoming student misconceptions

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How Do I Get My Students Over Their Alternative Conceptions (Misconceptions) for Learning

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It is very typical for students to have misconceptions in different domains (content knowledge areas) and there is a common set of alternative conceptions (misconceptions) that most students typically exhibit.