https://padlet.com/rrivas18/velymqo8tccmopaf en-us 2023-06-18 21:16:18 UTC 2023-06-18 21:39:29 UTC hello@padlet.com rrivas18 https://padlet.com/rrivas18/velymqo8tccmopaf/wish/2626453788 "Designing an engaging, conceptual, and inquiry-led lesson requires an investment of time and thought to ensure the conceptual understandings emerge during the learning process."]]> 2023-06-18 21:19:50 UTC https://padlet.com/rrivas18/velymqo8tccmopaf/wish/2626453788 rrivas18 https://padlet.com/rrivas18/velymqo8tccmopaf/wish/2626454330 We are social beings. At work and at school, social interactions are an integral part of each day. Employers value people who collaborate well with others because solving problems and creating new ideas is enhanced when multiple minds and perspectives interact. At school, providing opportunities for students to communicate and construct learning through engaging collaborative tasks not only increases student motivation but also improves conceptual understanding. The collaborative process engages our individual and group intellect, leads to deeper understanding, and offers new insights and creative solutions.]]> 2023-06-18 21:21:38 UTC https://padlet.com/rrivas18/velymqo8tccmopaf/wish/2626454330 rrivas18 https://padlet.com/rrivas18/velymqo8tccmopaf/wish/2626454458 The important message here is to encourage mistakes in a safe, secure environment. Fight stereotype threats that only certain people can do math, as everybody can do math with hard work, practice, and good facilitation. I know I’ve succeeded with my students when I hear a mistake being made and corrected and a comment like “YES! I have just grown a new synapse!]]> 2023-06-18 21:22:21 UTC https://padlet.com/rrivas18/velymqo8tccmopaf/wish/2626454458 rrivas18 https://padlet.com/rrivas18/velymqo8tccmopaf/wish/2626455353 Concept-based lessons provide a clear path from the facts and processes to the conceptual understandings. Lesson plans should accommodate opportunities for learners to take different lines of inquiry, if appropriate, rather than being rigid or overly prescriptive. Teachers need to provide flexibility during lessons to entertain students’ questions and different lines of inquiry. The goal is deeper, conceptual understanding. Provide opportunities for students to discover generalizations—statements of conceptual understanding—by utilizing the inquiry continuum and inductive approaches. Inquiry tasks may be structured, guided, or open according to the confidence of your students and teachers. For any inquiry task, encourage students to start with specific numerical examples that lead to discovering generalizations, as exemplified by an inductive approach.]]> 2023-06-18 21:25:34 UTC https://padlet.com/rrivas18/velymqo8tccmopaf/wish/2626455353 rrivas18 https://padlet.com/rrivas18/velymqo8tccmopaf/wish/2626455436 Teacher talk time (TTT) refers to the time a teacher talks to the whole class. I have noticed more and more in my lessons that every time I talk didactically to my students for more than 15–20 minutes, some students just tune out. I notice these students start to fidget or they pretend to listen. Rather than having students in your class listening passively for extended periods of time, provide opportunities for your students to engage from the very beginning of a lesson. David Sousa (2015) recommends that lessons should be taught in 15- to 20-minute segments, as they are optimal times for working memory to be able to focus and retain learning in adolescences. This suggests that for optimal learning, 60-minute lessons should be broken into three parts.]]> 2023-06-18 21:25:57 UTC https://padlet.com/rrivas18/velymqo8tccmopaf/wish/2626455436 rrivas18 https://padlet.com/rrivas18/velymqo8tccmopaf/wish/2626455555 Tomlinson and Imbeau (2010) outline four key curriculum-related elements of a differentiated classroom, which are based on three categories of student need and variance (readiness, interest, and learning profile)

1. Content: Giving tiered tasks of varying levels of difficulty and allowing students to choose entry levels represents differentiating content, in mathematics.
Differentiating content implies that students do have varying entry points and allows every student to experience progress and challenge when learning math. This is probably the most common way of differentiating in a math classroom.

2. Process: Differentiating the process implies that the learning outcomes are the same but students are given a choice of process during the learning experience."]]> 2023-06-18 21:26:38 UTC https://padlet.com/rrivas18/velymqo8tccmopaf/wish/2626455555