https://padlet.com/dorothypbiron/qz8zcvh76pf9b09r Made with panache en-us 2020-07-12 20:12:26 UTC 2025-09-25 02:24:18 UTC hello@padlet.com dorothypbiron https://padlet.com/dorothypbiron/qz8zcvh76pf9b09r/wish/652739497 Strategies that allow students to engage in active learning through the ability to plan, monitor and modify.  There are two types of metacognitive strategies: self-talk (students ask themselves questions as they go through work i.e. "did I understand these directions?") and self-monitoring (ensuring all steps were taken and make sense). Teachers can also teach metacognitive strategies through supports given in the classroom from checklists during work or modeling "think alouds" of how to work out a problem.

Reference:
The IRIS Center. (2015). Early childhood environments: Designing effective classrooms. Retrieved from https://iris.peabody.vanderbilt.edu/module/env/
Inclusive Schools Network. (2015, September 3). Metacognitive Strategies. Retrieved July 12, 2020, from https://inclusiveschools.org/metacognitive-strategies/

]]> 2020-07-12 20:19:42 UTC https://padlet.com/dorothypbiron/qz8zcvh76pf9b09r/wish/652739497 dorothypbiron https://padlet.com/dorothypbiron/qz8zcvh76pf9b09r/wish/652780276 What is schema? Schema is based on how we, our children, our students develop understanding of concepts, relationships, ideas, activities with what we do and surround ourselves with. Now in schema based instruction, students are taught to understand or identify the schema of the mathematical word problem and in turn helps them with the solving process. Teachers lead students through a series of three steps to identify the schemas going through one word problem structures at time: additive schemas, multiplicative schemas, and combine schemas.

Reference:
The IRIS Center. (2015). Early childhood environments: Designing effective classrooms. Retrieved from https://iris.peabody.vanderbilt.edu/module/env/


]]> 2020-07-12 22:31:58 UTC https://padlet.com/dorothypbiron/qz8zcvh76pf9b09r/wish/652780276 dorothypbiron https://padlet.com/dorothypbiron/qz8zcvh76pf9b09r/wish/652787927 Explicit Systematic Instruction, better known as explicit instruction is the process of teaching specific content that is structured and communicated in a sequential way. For instance, the teacher begins a lesson by identifying the content to be learned and setting the stage to connect previous learned skills and content with the new material. The material is taught with specific guidelines given to modeling and guided questioning and practice to independent practice. Student dialogue is encouraged to help facilitate comprehension of strategy approach as well as constant feedback to help re-teach or clarify.

Reference:
The IRIS Center. (2015). Early childhood environments: Designing effective classrooms. Retrieved from https://iris.peabody.vanderbilt.edu/module/env/]]> 2020-07-12 22:56:32 UTC https://padlet.com/dorothypbiron/qz8zcvh76pf9b09r/wish/652787927 dorothypbiron https://padlet.com/dorothypbiron/qz8zcvh76pf9b09r/wish/652794178 When you hear surface learning, you think initial, not thorough, however surface learning is the initiation of new ideas with explicit instruction. Through surface learning students learn new information and are able to further develop their cognitive and metacognitive skills. Surface learning helps students understand vocabulary concepts and labels and can help identify students misconceptions and errors about the new content. Surface learning is the start of a student's mathematics learning kit that they can build on throughout their academic career.

Reference:
Hattie, J., Fisher, D., Frey, N., Gojak, L. M., Moore, S. D., & Mellman, W. (2017). Visible learning for mathematics: What works best to optimize student learning, grades K-12. Thousand Oaks, CA: Corwin Mathematics.]]> 2020-07-12 23:14:59 UTC https://padlet.com/dorothypbiron/qz8zcvh76pf9b09r/wish/652794178 dorothypbiron https://padlet.com/dorothypbiron/qz8zcvh76pf9b09r/wish/652815757 Deep learning is  the next step after a student has surpassed conceptual understanding in the surface learning level. Deep learning combines opportunities for collaboration with peers, use of academic terms, and small group work and discussions. In deep learning teaching moments,  students can take the surface knowledge of mathematical concepts like algebraic terms and then use that knowledge to interpret other aspects of the term and apply the algebraic concepts into action. Deep learning most often takes place when students are allowed to lead their learning through small group work and class discussions.

Reference:
Hattie, J., Fisher, D., Frey, N., Gojak, L. M., Moore, S. D., & Mellman, W. (2017). Visible learning for mathematics: What works best to optimize student learning, grades K-12. Thousand Oaks, CA: Corwin Mathematics.]]> 2020-07-13 00:05:06 UTC https://padlet.com/dorothypbiron/qz8zcvh76pf9b09r/wish/652815757 dorothypbiron https://padlet.com/dorothypbiron/qz8zcvh76pf9b09r/wish/652829276 Transfer learning is quite literally as it sounds, the transfer of information.  As students are introduced to new concepts in surface learning they then take that information and  delve deeper into its application and understanding with deep learning, and finally as they grow in their educational journey and life they use transfer learning to apply what they know and have learned into new situations. Transfer learning is truly the beauty of education and learning, as students are now at the helm of their learning growth. Education is not just memorizing facts, procedures,  study guides, or getting grades to just pass on to the next grade level. Education is about promoting students to think critically with their own self-direction and motivation to be forever learners and transfer learning is the epitome of that.

References:
Hattie, J., Fisher, D., Frey, N., Gojak, L. M., Moore, S. D., & Mellman, W. (2017). Visible learning for mathematics: What works best to optimize student learning, grades K-12. Thousand Oaks, CA: Corwin Mathematics.

Ferlazzo, L. (2017, May 09). Response: Ways to Promote Transfer of Learning. Retrieved July 13, 2020, from https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2017/05/response_ways_to_promote_transfer_of_learning.html

]]> 2020-07-13 00:34:15 UTC https://padlet.com/dorothypbiron/qz8zcvh76pf9b09r/wish/652829276 dorothypbiron https://padlet.com/dorothypbiron/qz8zcvh76pf9b09r/wish/652842142 Graphic organizers are great tools for students who struggle with processing information. Graphic organizers help students organize information, see the relationships between ideas, and an easier ability to understand, remember, and apply information. There are a variety of graphic organizers ( cause and effect, classifying, comparing and contrasting, describing, sequencing)  for teachers to choose from and teachers must ensure they choose the right option in order for their students to best learn. Graphic organizers can help with reading comprehension, writing skills, understanding of linear equations, etc.

Reference:
The IRIS Center. (2015). Early childhood environments: Designing effective classrooms. Retrieved from https://iris.peabody.vanderbilt.edu/module/env/]]> 2020-07-13 00:58:53 UTC https://padlet.com/dorothypbiron/qz8zcvh76pf9b09r/wish/652842142 dorothypbiron https://padlet.com/dorothypbiron/qz8zcvh76pf9b09r/wish/652851851 Mnemonics are memory tools to help students retain and recall information. Students with learning disabilities have trouble recalling information, but with the help of mnemonics strategies, students are able to use the visual and auditory cues of the mnemonics to  pull on their prior knowledge in relation to the new information. Mnemonics strategies range from songs (Alphabet song) to names in mnemonics (ROY G. BIV), word mnemonics (PEMDAS) etc.

Reference:
The IRIS Center. (2015). Early childhood environments: Designing effective classrooms. Retrieved from https://iris.peabody.vanderbilt.edu/module/env/]]> 2020-07-13 01:16:40 UTC https://padlet.com/dorothypbiron/qz8zcvh76pf9b09r/wish/652851851 dorothypbiron https://padlet.com/dorothypbiron/qz8zcvh76pf9b09r/wish/652859692 Visual representations (also known as schematic representations and schematic diagrams) are strategies to help students solve problems and learn abstract mathematical concepts. Visual representations need to taught, students with learning disabilities do not know how to create their own without explicit instruction so teachers must model and provide examples to correlate to the learning concepts. For examples, there are visual representation options such as number lines, strip diagrams, pictures,  graphs/charts, and graphic organizers for teachers to choose from that best fit their learners. Another option of visual representations are manipulatives, concrete, hands-on materials and objects like coins, blocks.

Reference:
The IRIS Center. (2015). Early childhood environments: Designing effective classrooms. Retrieved from https://iris.peabody.vanderbilt.edu/module/env/]]> 2020-07-13 01:32:06 UTC https://padlet.com/dorothypbiron/qz8zcvh76pf9b09r/wish/652859692 dorothypbiron https://padlet.com/dorothypbiron/qz8zcvh76pf9b09r/wish/652877579 Concrete-Representational-Abstract Framework (CRA) is a tool teachers use to help students transition from concrete or visual representations to the abstract mathematical equation. CRA can help students at any age/grade level as the CRA methods must reflect the math process by first showing the concrete component (students interact and manipulate three-dimensional objects), then the representational component (students use two-dimensional drawings to represent problems and these pictures can be shown to students by their teacher or through the course content) and finally the abstract component (students solve problems with numbers, symbols, and words without any concrete or representational assistance). This process allows for students to scaffold their math understanding.

Reference:
The IRIS Center. (2015). Early childhood environments: Designing effective classrooms. Retrieved from https://iris.peabody.vanderbilt.edu/module/env/

]]> 2020-07-13 02:04:09 UTC https://padlet.com/dorothypbiron/qz8zcvh76pf9b09r/wish/652877579 dorothypbiron https://padlet.com/dorothypbiron/qz8zcvh76pf9b09r/wish/652887569 Guided questioning are like directions that lead students to better understanding what they are learning and directs them into making their own conclusions. Guided questioning requires practice and the ability to pick the right questions that elicit deeper though rather than providing students too much information and not allowing them to draw the conclusions. Guided questions allow our students to critically think and move into a higher order thinking process.

Reference:
Hattie, J., Fisher, D., Frey, N., Gojak, L. M., Moore, S. D., & Mellman, W. (2017). Visible learning for mathematics: What works best to optimize student learning, grades K-12. Thousand Oaks, CA: Corwin Mathematics.


]]> 2020-07-13 02:21:21 UTC https://padlet.com/dorothypbiron/qz8zcvh76pf9b09r/wish/652887569 dorothypbiron https://padlet.com/dorothypbiron/qz8zcvh76pf9b09r/wish/652897263 Encouraging student dialogue is a great practice for students to express their mathematical reasoning. Not only is student discourse important for students to learn how to communicate mathematical concepts, but for students to hear and see how their peers process and communicate information. Discussions should be student led and teacher guided enabling students to facilitate their understanding which can be most effective in whole class discussions through small group activities. In order to ensure students know how to engage in discussion, the teacher has to establish guidelines and work to practice those behaviors with students so it becomes automatic. 

Reference:
The IRIS Center. (2015). Early childhood environments: Designing effective classrooms. Retrieved from https://iris.peabody.vanderbilt.edu/module/env/]]> 2020-07-13 02:36:05 UTC https://padlet.com/dorothypbiron/qz8zcvh76pf9b09r/wish/652897263