This document summarizes a presentation on teaching math to children with special needs. It discusses the characteristics of children with learning disabilities, myths about learning disabilities, problems occurring in math like dyscalculia, and effective teaching strategies like teaching for understanding versus rules and procedures. It also covers topics like memorization, flash cards, counting strategies, and visualizing mathematics concepts.
The document discusses principles for an English curriculum. It argues that an English curriculum should enrich students' cultural capital and knowledge of grammar, be based on key concepts of the subject, and introduce literature sequentially. It also asserts that sustained progress through difficulty and spacing of lessons is preferable to rapid progress. Specific proposals are made around sequencing topics, including grammar, testing, and balancing performance versus learning. The changes to the GCSE English exams are outlined, including an increased focus on spelling, punctuation and grammar. There is debate around whether all students should study English Literature.
We thought about titling this session, "Stop Giving Them The Answer: Let Them Figure It Out Themselves!", but thought that sounded a little too edgy. Join us for a strategy-building session on how to foster student-owned learning in the classroom (and live!). Don’t expect one size fits all answers – but questions, strategies, possibilities, examples, and maybe a few awkward silences…
Join us as we explore ways to:
Engage and empower students as critical thinkers, questioners, connectors and creators of content
Build student repertoire of problem-solving strategies
Promote and develop student capacity for finding the right information, right relationships and right resources, all at the right time
Challenge learners to mine mistakes, wrong turns and “failures” for the richer learning opportunities embedded within
Smashing VCE: How To Study And Still Have A Life (No Planner)jpinnuck
This document provides an overview and advice for effective studying in VCE. It discusses:
- The difference between homework assigned by teachers and independent study that students set for themselves.
- The importance of setting specific, measurable study goals to focus on areas of weakness rather than just reviewing what is already known. These goals should target understanding, skills, and memory.
- Strategies for identifying areas of weakness by reviewing past exams and assessments, and using these to form study goals in topics to better understand, skills to improve, and information to remember.
- The need to set strategy goals that are specific, relevant and achievable in order to make effective progress, such as committing to 5-15 minutes of
Smashing VCE: How To Study And Still Have A Life (With Planner)jpinnuck
This document provides study tips and strategies for VCE students. It includes sections on study skills, core study strategies, subject-specific strategies, and planning study around other commitments. Some key points covered are:
- The difference between homework assigned by teachers and independent study tasks set by students themselves.
- The importance of setting specific and achievable study goals, such as improving understanding of topics, skills, or memory in a subject.
- Core strategies like pre-viewing content before class, asking questions, and summarizing rather than just highlighting, to aid understanding.
- Subject-specific strategies and checklists of topics from past exams to identify areas to focus study on.
- A study
20171106 sesug bb 184 zen and the art of problem solvingDavid Horvath
This document provides an overview of problem solving techniques discussed in the presentation "Zen and the Art of Problem Solving". It discusses how getting stuck in problem solving can deplete one's "gumption", and introduces Eastern problem solving techniques as alternatives to traditional Western scientific methods. Specific techniques discussed include broadening one's focus when stuck, correlating unrelated facts, and avoiding getting trapped by dependencies, ego, anxiety, or value judgments that prevent seeing problems from new perspectives.
This document appears to be a course packet for PSY 1000 Honors at Western Michigan University. It includes information about the course procedures, schedule, assignments, grading policies, and instructor contact details. The course will cover one chapter from the textbook per class meeting, with quizzes held biweekly in seminar sections. Students will also conduct rat lab experiments weekly, for which they can earn points. Academic integrity is strictly enforced, and there are penalties for missed classes, late assignments, and not properly cleaning up the rat lab area.
Smashing VCE: How To Study and Still Have A Life (2nd. Edition)jpinnuck
'Smashing VCE: How To Study And Still Have A Life' is Ticking Mind’s refreshing new take on study skills which is designed as a resource for students and tool for teachers. The study guide takes students through the ins and outs of what study is, how to set specific study goals, and how to study effectively for each of their subjects in VCE. Written in an engaging tone, the book can be used as the basis for teaching students study skills in their form or tutorial groups sessions or to teach them study skills within specific subjects.
The document discusses principles for an English curriculum. It argues that an English curriculum should enrich students' cultural capital and knowledge of grammar, be based on key concepts of the subject, and introduce literature sequentially. It also asserts that sustained progress through difficulty and spacing of lessons is preferable to rapid progress. Specific proposals are made around sequencing topics, including grammar, testing, and balancing performance versus learning. The changes to the GCSE English exams are outlined, including an increased focus on spelling, punctuation and grammar. There is debate around whether all students should study English Literature.
We thought about titling this session, "Stop Giving Them The Answer: Let Them Figure It Out Themselves!", but thought that sounded a little too edgy. Join us for a strategy-building session on how to foster student-owned learning in the classroom (and live!). Don’t expect one size fits all answers – but questions, strategies, possibilities, examples, and maybe a few awkward silences…
Join us as we explore ways to:
Engage and empower students as critical thinkers, questioners, connectors and creators of content
Build student repertoire of problem-solving strategies
Promote and develop student capacity for finding the right information, right relationships and right resources, all at the right time
Challenge learners to mine mistakes, wrong turns and “failures” for the richer learning opportunities embedded within
Smashing VCE: How To Study And Still Have A Life (No Planner)jpinnuck
This document provides an overview and advice for effective studying in VCE. It discusses:
- The difference between homework assigned by teachers and independent study that students set for themselves.
- The importance of setting specific, measurable study goals to focus on areas of weakness rather than just reviewing what is already known. These goals should target understanding, skills, and memory.
- Strategies for identifying areas of weakness by reviewing past exams and assessments, and using these to form study goals in topics to better understand, skills to improve, and information to remember.
- The need to set strategy goals that are specific, relevant and achievable in order to make effective progress, such as committing to 5-15 minutes of
Smashing VCE: How To Study And Still Have A Life (With Planner)jpinnuck
This document provides study tips and strategies for VCE students. It includes sections on study skills, core study strategies, subject-specific strategies, and planning study around other commitments. Some key points covered are:
- The difference between homework assigned by teachers and independent study tasks set by students themselves.
- The importance of setting specific and achievable study goals, such as improving understanding of topics, skills, or memory in a subject.
- Core strategies like pre-viewing content before class, asking questions, and summarizing rather than just highlighting, to aid understanding.
- Subject-specific strategies and checklists of topics from past exams to identify areas to focus study on.
- A study
20171106 sesug bb 184 zen and the art of problem solvingDavid Horvath
This document provides an overview of problem solving techniques discussed in the presentation "Zen and the Art of Problem Solving". It discusses how getting stuck in problem solving can deplete one's "gumption", and introduces Eastern problem solving techniques as alternatives to traditional Western scientific methods. Specific techniques discussed include broadening one's focus when stuck, correlating unrelated facts, and avoiding getting trapped by dependencies, ego, anxiety, or value judgments that prevent seeing problems from new perspectives.
This document appears to be a course packet for PSY 1000 Honors at Western Michigan University. It includes information about the course procedures, schedule, assignments, grading policies, and instructor contact details. The course will cover one chapter from the textbook per class meeting, with quizzes held biweekly in seminar sections. Students will also conduct rat lab experiments weekly, for which they can earn points. Academic integrity is strictly enforced, and there are penalties for missed classes, late assignments, and not properly cleaning up the rat lab area.
Smashing VCE: How To Study and Still Have A Life (2nd. Edition)jpinnuck
'Smashing VCE: How To Study And Still Have A Life' is Ticking Mind’s refreshing new take on study skills which is designed as a resource for students and tool for teachers. The study guide takes students through the ins and outs of what study is, how to set specific study goals, and how to study effectively for each of their subjects in VCE. Written in an engaging tone, the book can be used as the basis for teaching students study skills in their form or tutorial groups sessions or to teach them study skills within specific subjects.
Smashing VCE: How To Study and Still Have A Life (2nd Ed)jpinnuck
Smashing VCE: How To Study And Still Have A Life (2nd Edition) offers an engaging, humorous and visual guide to senior Victorian students on how to balance school life and study with actual life. With lots of detailed examples from a range of VCE subjects and plenty of jokes, this book guides students through:
*What study is
*How to set effective study goals
*A whole range of practical study strategies for improving understanding and recall of concepts as well as practising skills
*How to organise both study and life
*Information about how theATAR is calculated
Included in Smashing VCE is a study planner formatted to help students plan for doing both homework and study.
The document provides an introduction to a geometry class, outlining expectations, prerequisites, topics to be covered, and ideas for extra credit. It states that some material will be challenging but also slow or boring at times. It emphasizes the importance of not underestimating challenging material and knowing key vocabulary. Prerequisites include being comfortable with fractions and solving basic linear equations. Expectations are to work hard, take responsibility for learning, ask questions, and help others. Extra credit is described as a way to further learning rather than just getting a passing grade. Suggested extra credit projects include creating a movie or PowerPoint explaining class topics.
The document provides tips and strategies for the California Standards Test (CST). It discusses commonly asked questions about the CST such as what is being tested, how to handle getting stuck on questions, and the benefits of guessing. It also provides sample questions and explains strategies for the English language arts portion of the test such as reading the question first, reading the passage carefully, looking for clues, and answering the questions. The goal is for all students to achieve proficiency or above on the CST.
This document is the introduction to a book about why students fail English language exams. It discusses 12 different types of students who commonly fail exams, including the lazy student, diligent student, know-it-all, class clown, whiner, blamer, and worrier. For each type of student, it provides a quote, motto, and explanation for why they often fail exams. It aims to help students avoid failure by recognizing weaknesses and providing advice, such as putting in more effort, focusing on important concepts rather than details, accepting personal responsibility, and reducing worrying. The book is based on the author's 15 years of teaching experience helping hundreds of students succeed on English exams.
This document discusses problem-based learning (PBL) and how it can engage students. PBL presents students with a problem or challenge that requires them to apply knowledge and skills to find solutions. It allows for multiple solutions and limited resources. The document provides examples of how PBL could work in a classroom, such as having students design a pet washing system that conserves water or determining what it takes to survive off the grid. Feedback is also discussed as an important part of PBL, noting it should be timely, specific, and allow students to provide self-feedback.
This document provides an introduction to an Algebra 2 class. It outlines the challenging course material that will be covered, including matrices, polynomials, quadratic and polynomial functions. It emphasizes the prerequisites of being comfortable with fractions and solving linear equations. The expectations are to work hard, take responsibility for learning, ask questions, help others, and act with maturity. Extra credit options are described as opportunities to further learning through creative projects, not as ways to pass without understanding the material. Wisdom from Benjamin Franklin is shared about nurturing new ideas and knowledge for unlimited potential.
This geometry course is designed for students who have completed algebra 1 with a grade of C or better. It will emphasize understanding relationships between geometric figures and using algebra skills to solve problems. Students are expected to attend class daily, complete homework, study materials, and use tools like a calculator, compass, protractor, ruler, and straightedge. Grades will be based on homework, technology projects, quizzes, exams, and a final exam. Students will use technologies like email, wikis, and presentation software. The teacher is available after school for help and strict policies are in place regarding computer and device use in class.
This document discusses how math is an art form and how it can be taught more effectively using technology and engaging visual aids. It argues that math is often reduced to memorization without explaining its history or beauty. The document demonstrates how interactive websites and videos can help students understand math concepts like calculating the area of a circle or adding fractions in a more visual, engaging way that addresses different learning styles. It encourages finding ways to incorporate technology to bring math to life for students and show its artistic nature.
Tips And Tricks for Teaching Math Online 2Fred Feldon
The document provides tips and strategies for teaching math online effectively. It discusses why students take online classes, success and retention rates being equal to or better than traditional classes. Key differences in teaching online include increased flexibility but also a learning curve and more time required. Using a course management system is recommended over building a course from scratch. Strategies for building a community of learners, supplementing the course with original materials, and preventing cheating are also outlined.
CTE Grammar for ESL Teachers Present Progressive/ContinuousT. Leo Schmitt
This document provides guidance for teaching the present progressive tense to ESL students. It discusses the name, formation, pronunciation, usage, related structures, exceptions, errors students may make, and activity ideas for practicing the tense. The present progressive is used to describe actions happening now or temporarily, and is usually taught along with the simple present for comparison.
The document discusses strategies for motivating unmotivated students. It suggests understanding that students often perceive schoolwork as too difficult, too easy, or irrelevant. It recommends ensuring learning tasks are appropriately challenging, scaffolding new skills, focusing on topics students care about, teaching critical thinking, creating activities similar to students' interests, making real-world connections, integrating subjects, and using problem-based learning and varied approaches. Praise, power, projects, prestige, prizes and people are also listed as potential motivators.
This document discusses strategies for effectively reading math textbooks. It begins by debunking common myths about math textbooks, such as that they are only for homework and not reading, or that everything needed can be learned in class. It emphasizes that math is a language that must be studied through reading textbooks. It then provides examples of math word problems and tricks to demonstrate the importance of reading to understand math. The document concludes by recommending specific strategies for reading math texts, such as annotating, concept mapping, and practicing problems. It provides examples of how to apply these strategies to improve math comprehension.
This document provides an overview and requirements for an Algebra 2 course. The course builds upon skills learned in Algebra 1 and covers additional topics like exponential, logarithmic, and trigonometric functions. Students must have earned a C or better in Algebra 1 and are expected to attend class daily, complete homework, study materials, and show determination. The course uses a basic algebra text along with tools like calculators and makes use of technologies like email, wikis, and presentation software. Grading is based on homework, projects, quizzes, exams, and participation.
49 Things to Do to Get a University Job in South KoreaJackie Bolen
This presentation outlines 49 tips for getting a university job in South Korea. Some key tips include meeting the basic requirements like having a visa, looking professional, being in Korea for interviews, networking through organizations like KOTESOL, getting advice on your resume from current university teachers, preparing reference letters and proof of prior employment, and following up on applications. The presentation emphasizes treating the job search like a full-time job, networking, preparing for interviews, and understanding Korean culture and expectations.
These are the 10 IELTS reading tips I share with all of my IELTS classes. First, let’s look at an overview so we can understand what the reading paper is about.
https://www.superachieversgroup.com/
This document lists various activities that can be used as bell work or starters at the beginning of a class, including word searches, crosswords, odd one out activities, multiple choice questions, worksheets involving definitions, sequences, causes and effects, inferences, diagrams, and other tasks to engage students in reviewing and reinforcing key terms and concepts from previous lessons.
Tips and Tricks for Teaching Math OnlineFred Feldon
The document provides tips for teaching math online from an instructor at Coastline Community College. It discusses that most students take online classes for flexibility and convenience. Success and retention rates for online math are equal to or better than traditional classes. While preparing for online classes takes more time upfront, technologies can help automate grading and allow for easy updates. Building an online community through discussion boards and acknowledging student work is important for retention. Formative assessments, projects, and strict testing policies help prevent cheating.
The document provides tips for preparing for and taking exams, including studying using different learning modes like reading, listening, reciting, and writing. It recommends setting a study schedule, using flashcards to memorize important information, and rewarding yourself for studying. On the exam day, it suggests arriving early and relaxing before the test. During the test, it advises answering easy questions first, marking hard questions to return to, using logical strategies to eliminate incorrect answers, and being careful of trick words. It also recommends double checking answers and changing answers if unsure.
The document lists over 40 revision ideas and activities that can be used to help students review course material. Some of the suggested activities include games like Yes/No, Bingo, and Pictionary. Other ideas involve using flashcards, mind maps, and creating summaries in different formats like tweets or recipes. Many activities encourage collaboration and competition between students to review key terms, concepts, and course content in an engaging way.
1) The document is a letter from Justice Adams, a current 7th grade student, to an upcoming 7th grader about what to expect in Mrs. Brown-Jones's math class.
2) Justice explains that students may be asked to complete special projects applying math concepts, such as PowerPoints, magazines, and comics.
3) Students are also expected to follow all class rules like being prepared, listening, and completing tasks.
A learning disorder is a neurological condition that makes it difficult for individuals to learn in traditional classroom settings. Learning disorders can affect how the brain processes, stores, and outputs information. They are often caused by issues during pregnancy/birth like low birth weight or head injuries after birth. Common signs include difficulties with reading, writing, spelling, math, coordination, memory, and attention. There are several types of specific learning disorders that affect reading, writing, listening, reasoning, and organization. Learning disorders are lifelong conditions that cannot be cured but can be managed through accommodations and specialized instruction.
This document discusses developing a growth mindset for mathematics. It aims to promote grit, resilience and character within math lessons. It explores fixed versus growth mindsets and how beliefs about math ability being fixed can negatively impact performance. Number talks are presented as an activity to develop flexible thinking and promote the view that mistakes are opportunities to learn. Resources for developing a growth mindset, including useful websites, are provided.
Smashing VCE: How To Study and Still Have A Life (2nd Ed)jpinnuck
Smashing VCE: How To Study And Still Have A Life (2nd Edition) offers an engaging, humorous and visual guide to senior Victorian students on how to balance school life and study with actual life. With lots of detailed examples from a range of VCE subjects and plenty of jokes, this book guides students through:
*What study is
*How to set effective study goals
*A whole range of practical study strategies for improving understanding and recall of concepts as well as practising skills
*How to organise both study and life
*Information about how theATAR is calculated
Included in Smashing VCE is a study planner formatted to help students plan for doing both homework and study.
The document provides an introduction to a geometry class, outlining expectations, prerequisites, topics to be covered, and ideas for extra credit. It states that some material will be challenging but also slow or boring at times. It emphasizes the importance of not underestimating challenging material and knowing key vocabulary. Prerequisites include being comfortable with fractions and solving basic linear equations. Expectations are to work hard, take responsibility for learning, ask questions, and help others. Extra credit is described as a way to further learning rather than just getting a passing grade. Suggested extra credit projects include creating a movie or PowerPoint explaining class topics.
The document provides tips and strategies for the California Standards Test (CST). It discusses commonly asked questions about the CST such as what is being tested, how to handle getting stuck on questions, and the benefits of guessing. It also provides sample questions and explains strategies for the English language arts portion of the test such as reading the question first, reading the passage carefully, looking for clues, and answering the questions. The goal is for all students to achieve proficiency or above on the CST.
This document is the introduction to a book about why students fail English language exams. It discusses 12 different types of students who commonly fail exams, including the lazy student, diligent student, know-it-all, class clown, whiner, blamer, and worrier. For each type of student, it provides a quote, motto, and explanation for why they often fail exams. It aims to help students avoid failure by recognizing weaknesses and providing advice, such as putting in more effort, focusing on important concepts rather than details, accepting personal responsibility, and reducing worrying. The book is based on the author's 15 years of teaching experience helping hundreds of students succeed on English exams.
This document discusses problem-based learning (PBL) and how it can engage students. PBL presents students with a problem or challenge that requires them to apply knowledge and skills to find solutions. It allows for multiple solutions and limited resources. The document provides examples of how PBL could work in a classroom, such as having students design a pet washing system that conserves water or determining what it takes to survive off the grid. Feedback is also discussed as an important part of PBL, noting it should be timely, specific, and allow students to provide self-feedback.
This document provides an introduction to an Algebra 2 class. It outlines the challenging course material that will be covered, including matrices, polynomials, quadratic and polynomial functions. It emphasizes the prerequisites of being comfortable with fractions and solving linear equations. The expectations are to work hard, take responsibility for learning, ask questions, help others, and act with maturity. Extra credit options are described as opportunities to further learning through creative projects, not as ways to pass without understanding the material. Wisdom from Benjamin Franklin is shared about nurturing new ideas and knowledge for unlimited potential.
This geometry course is designed for students who have completed algebra 1 with a grade of C or better. It will emphasize understanding relationships between geometric figures and using algebra skills to solve problems. Students are expected to attend class daily, complete homework, study materials, and use tools like a calculator, compass, protractor, ruler, and straightedge. Grades will be based on homework, technology projects, quizzes, exams, and a final exam. Students will use technologies like email, wikis, and presentation software. The teacher is available after school for help and strict policies are in place regarding computer and device use in class.
This document discusses how math is an art form and how it can be taught more effectively using technology and engaging visual aids. It argues that math is often reduced to memorization without explaining its history or beauty. The document demonstrates how interactive websites and videos can help students understand math concepts like calculating the area of a circle or adding fractions in a more visual, engaging way that addresses different learning styles. It encourages finding ways to incorporate technology to bring math to life for students and show its artistic nature.
Tips And Tricks for Teaching Math Online 2Fred Feldon
The document provides tips and strategies for teaching math online effectively. It discusses why students take online classes, success and retention rates being equal to or better than traditional classes. Key differences in teaching online include increased flexibility but also a learning curve and more time required. Using a course management system is recommended over building a course from scratch. Strategies for building a community of learners, supplementing the course with original materials, and preventing cheating are also outlined.
CTE Grammar for ESL Teachers Present Progressive/ContinuousT. Leo Schmitt
This document provides guidance for teaching the present progressive tense to ESL students. It discusses the name, formation, pronunciation, usage, related structures, exceptions, errors students may make, and activity ideas for practicing the tense. The present progressive is used to describe actions happening now or temporarily, and is usually taught along with the simple present for comparison.
The document discusses strategies for motivating unmotivated students. It suggests understanding that students often perceive schoolwork as too difficult, too easy, or irrelevant. It recommends ensuring learning tasks are appropriately challenging, scaffolding new skills, focusing on topics students care about, teaching critical thinking, creating activities similar to students' interests, making real-world connections, integrating subjects, and using problem-based learning and varied approaches. Praise, power, projects, prestige, prizes and people are also listed as potential motivators.
This document discusses strategies for effectively reading math textbooks. It begins by debunking common myths about math textbooks, such as that they are only for homework and not reading, or that everything needed can be learned in class. It emphasizes that math is a language that must be studied through reading textbooks. It then provides examples of math word problems and tricks to demonstrate the importance of reading to understand math. The document concludes by recommending specific strategies for reading math texts, such as annotating, concept mapping, and practicing problems. It provides examples of how to apply these strategies to improve math comprehension.
This document provides an overview and requirements for an Algebra 2 course. The course builds upon skills learned in Algebra 1 and covers additional topics like exponential, logarithmic, and trigonometric functions. Students must have earned a C or better in Algebra 1 and are expected to attend class daily, complete homework, study materials, and show determination. The course uses a basic algebra text along with tools like calculators and makes use of technologies like email, wikis, and presentation software. Grading is based on homework, projects, quizzes, exams, and participation.
49 Things to Do to Get a University Job in South KoreaJackie Bolen
This presentation outlines 49 tips for getting a university job in South Korea. Some key tips include meeting the basic requirements like having a visa, looking professional, being in Korea for interviews, networking through organizations like KOTESOL, getting advice on your resume from current university teachers, preparing reference letters and proof of prior employment, and following up on applications. The presentation emphasizes treating the job search like a full-time job, networking, preparing for interviews, and understanding Korean culture and expectations.
These are the 10 IELTS reading tips I share with all of my IELTS classes. First, let’s look at an overview so we can understand what the reading paper is about.
https://www.superachieversgroup.com/
This document lists various activities that can be used as bell work or starters at the beginning of a class, including word searches, crosswords, odd one out activities, multiple choice questions, worksheets involving definitions, sequences, causes and effects, inferences, diagrams, and other tasks to engage students in reviewing and reinforcing key terms and concepts from previous lessons.
Tips and Tricks for Teaching Math OnlineFred Feldon
The document provides tips for teaching math online from an instructor at Coastline Community College. It discusses that most students take online classes for flexibility and convenience. Success and retention rates for online math are equal to or better than traditional classes. While preparing for online classes takes more time upfront, technologies can help automate grading and allow for easy updates. Building an online community through discussion boards and acknowledging student work is important for retention. Formative assessments, projects, and strict testing policies help prevent cheating.
The document provides tips for preparing for and taking exams, including studying using different learning modes like reading, listening, reciting, and writing. It recommends setting a study schedule, using flashcards to memorize important information, and rewarding yourself for studying. On the exam day, it suggests arriving early and relaxing before the test. During the test, it advises answering easy questions first, marking hard questions to return to, using logical strategies to eliminate incorrect answers, and being careful of trick words. It also recommends double checking answers and changing answers if unsure.
The document lists over 40 revision ideas and activities that can be used to help students review course material. Some of the suggested activities include games like Yes/No, Bingo, and Pictionary. Other ideas involve using flashcards, mind maps, and creating summaries in different formats like tweets or recipes. Many activities encourage collaboration and competition between students to review key terms, concepts, and course content in an engaging way.
1) The document is a letter from Justice Adams, a current 7th grade student, to an upcoming 7th grader about what to expect in Mrs. Brown-Jones's math class.
2) Justice explains that students may be asked to complete special projects applying math concepts, such as PowerPoints, magazines, and comics.
3) Students are also expected to follow all class rules like being prepared, listening, and completing tasks.
A learning disorder is a neurological condition that makes it difficult for individuals to learn in traditional classroom settings. Learning disorders can affect how the brain processes, stores, and outputs information. They are often caused by issues during pregnancy/birth like low birth weight or head injuries after birth. Common signs include difficulties with reading, writing, spelling, math, coordination, memory, and attention. There are several types of specific learning disorders that affect reading, writing, listening, reasoning, and organization. Learning disorders are lifelong conditions that cannot be cured but can be managed through accommodations and specialized instruction.
This document discusses developing a growth mindset for mathematics. It aims to promote grit, resilience and character within math lessons. It explores fixed versus growth mindsets and how beliefs about math ability being fixed can negatively impact performance. Number talks are presented as an activity to develop flexible thinking and promote the view that mistakes are opportunities to learn. Resources for developing a growth mindset, including useful websites, are provided.
The document discusses learning structures for children living in poverty. It outlines several key resources including financial, emotional, mental, spiritual, physical, and relationships/role models. It also identifies differences between generational and situational poverty. The document emphasizes that moving out of poverty requires focusing on achievement over relationships initially, and that education and relationships are most helpful. It provides cognitive strategies and phrases to build teacher-student relationships.
Workshop focuses on describing social skills, highlighting key/critical ones to focus on, describes how to teach skills, and provides examples of ways to integrate it into existing curriculum
This document discusses designing quality open-ended tasks in mathematics. It provides two methods for creating open-ended questions: working backwards from a closed question and adapting a standard question. Good open-ended tasks engage all students, allow for diverse responses, and enable teachers to interact with and understand students' mathematical thinking. When planning open-ended tasks, teachers should consider the mathematical focus, clarity of the task, and include enabling and extending prompts. High quality student responses systematically consider all possible solutions and make connections across mathematical concepts.
The Keynote I used to guide my back to school staff meeting. Email me if you'd like to know which videos went in the blank pages on this SlideShare and what some of the photos were used for. I should have put in some brief notes in Keynote before I uploaded this Sorry!
Confronting the comprehension conundrum for uploadjulstover
This document provides strategies and tools to increase student engagement and comprehension. It discusses asking questions, connecting to content, tracking down key information, inferring, visualizing, and synthesizing. Graphic organizers and programs like Earobics Reach, Quick Reads, and Study Island are suggested for assessing comprehension gains. Sample lessons demonstrate strategies like making inferences with jokes or visualizing with comic summaries. The document emphasizes using an active approach to build foundations of comprehension.
The document provides 13 tips for passing the Licensure Examination for Teachers (LET) in the Philippines. The tips include: reviewing strong and weak subjects, understanding theories and concepts, improving analytical skills when answering questions, reviewing all subject areas, preparing for the exam, getting enough rest, avoiding erasures, skipping and returning to difficult questions, following instructions, using common sense, organizing math work, not spending too much time on single questions, and being careful of conditional words in questions. The document emphasizes thorough preparation and practicing exam-taking skills to perform well on the licensure exam.
Step 1 and 2 10 steps to take when your smart child is falling behind in schoolDouglas Curtiss
Theses are the slides form the first module of Step 1 and 2 10 Steps To Take When Your Smart Child Is Falling Behind In School. It's our flagship course to help parents of smart children struggling in school.
iIn this first module we cover
Step 1 - Connect The Dots and
Step 2 - Learning In Colors.
To get the whole course visit http://bit.ly/2xqSsjh
The document provides 13 tips for passing the Licensure Examination for Teachers (LET) in the Philippines. The tips include knowing your strong and weak subjects, understanding theories and concepts, improving analytical skills, reviewing all subject areas, preparing for the exam, getting enough sleep, avoiding erasures, skipping and returning to difficult questions, following instructions, using common sense, organizing math work, tracking skipped questions, and being careful of conditional words. The overall recommendations are to thoroughly prepare through review, practice analytical skills, and use effective test-taking strategies.
It takes a person to personalize learningMrs-Ramsey
This document discusses personalizing learning through humanizing online education. It begins by asking whether personalization is computer-mediated instruction or teaching. The document then discusses gathering information about students through surveys to understand their diverse backgrounds and needs. Course content includes the teacher's voice and experiences to create human connections. Assessment is designed to provide individual feedback to help students improve. Personalizing learning involves understanding students, incorporating their feedback, sharing work exemplars, and facilitating discussion to build relationships despite physical distance.
By Vanessa Lewis at the Tata Learning Disability Forum (TLFD), 2013.
The Forum for Learning Disabilities centred on the theme ‘Learning Disabilities – a more inclusive perspective’. The forum this year included in its purview three additional Learning Disabilities (LD), namely Specific Learning Disability (SpLD), Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD).
In line with the TATA Group’s corporate sustainability endeavors, TIS initiated the Tata Learning Disability Forum (TLDF) in 2006 to ensure that students with special education needs receive the required attention as well as to spread awareness about LD which had been receiving scant attention in India. Since then, via the TLDF platform, TIS has been successful in generating an increased level of awareness and enabling progress in remediation activities for students with LD.
AMATYC 39th Annual Conference Friday night Ignite Event: Twenty slides are automatically advanced every 15 seconds while the speakers have exactly five minutes to share their passion!
This motivational presentation prepared to inspire and guide medical graduates to work hard and get admissions for post-graduation in some of the best institutions of the world.
However much we try our best as educators, we are only human. On our bad days, why is it that some students seem to annoy us more than others? Why do we all have those favorite students and those who make us want to tear our hair out? What we think of them may be more of a reflection of our own life and education experiences. This workshop will give practical suggestions on how we can build better relationships with our students and deepen our understanding of their needs.
Putting the Mathematical Practices Into Actiondlschulz
This document outlines an agenda for a professional development session focused on implementing the Standards for Mathematical Practice. It includes discussions and activities to help teachers understand each standard and strategies for bringing the standards into their classrooms. The session aims to help teachers explore how to make students active problem solvers, encourage mathematical reasoning and modeling, and use tools strategically when solving problems. Sample problems and templates are provided to demonstrate ways to incorporate the standards into instruction.
Companion presentation videos: https://www.youtube.com/playlist?list=PL7zPcraYKbGCAfjUfZnqxwya86jUWSrC2
Every student is in college to learn something that will help them live a better life. The sad reality is that most students have never been taught how the brain actually learns. Why not use our understanding of the human brain to make sure that you study better, learn smarter, and increase the odds that you achieve your dreams.
This document discusses the Question Formulation Technique (QFT), a method to promote student questioning. It outlines the steps of the QFT process which are: developing a question focus, generating questions following specific rules, categorizing questions, improving questions, prioritizing questions, planning next steps, and reflecting. Examples are provided for developing an effective question focus and applying different criteria like Bloom's Taxonomy to improve questions. The benefits of explicitly teaching students how to formulate high-quality questions are discussed.
SANDBOX LEARNING: Stop wasting your time studying!ElizabethNugent8
This document summarizes a presentation on improving study techniques based on cognitive science. It promotes four techniques: 1) using a mastery approach of practicing until concepts are fully understood rather than focusing on time, 2) retrieval practice such as quizzing for active recall rather than passive studying, 3) spaced repetition to spread studying over time for better long-term memory retention, and 4) mixed practice of interspersing different concept questions rather than blocking questions by topic. The presentation provides research evidence for the effectiveness of each technique and tips for implementing them to optimize learning.
Similar to Learning Disabilities Mass HOPE April 2013 (20)
- The document is from a presentation on fractions given on April 27, 2013 by Joan Cotter.
- It discusses why fractions are important to learn, such as for sharing pizza, cooking, reading rulers, and preparing for algebra.
- It includes examples of using fractions in comics and charts showing fraction relationships. Games are presented to help students understand unit fractions and that combinations of fractions can make a whole.
This document outlines Joan Cotter's presentation on teaching primary mathematics with less counting. The presentation objectives are to: review the traditional counting model; experience traditional counting as a child; introduce grouping in 5s and 10s as an alternative to counting; and meet Common Core standards without counting. The traditional counting model is described as difficult and tedious for children. Grouping in 5s and 10s is presented as a more intuitive approach that leverages children's innate ability to subitize small quantities. Research supports subitizing as important for mathematical understanding and performance.
Personalized Learning Bridges Middle School Math with a Geometric Approachrightstartmath
The document discusses a geometric approach to teaching middle school math. It notes that most middle school students are visual learners and that 90% of math topics can be explored geometrically. It then presents various drawing tools like T-squares, 30-60 triangles, and examples of how to draw geometric shapes like equilateral triangles to teach math concepts visually.
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This document discusses using card games to help students master basic math facts. It introduces two addition games called "Go to the Dump" and "Rows and Columns" that are designed to help students learn facts that total 10 and 15 respectively. The document provides explanations of the games' purposes and goals as well as examples of gameplay.
The document discusses how Joan Cotter, an engineer and educator with a PhD in math education, developed innovative ways to teach fractions. It describes several fraction models she created, including linear charts, colored bars, and missing parts charts, that make fraction comparisons and concepts easier to understand compared to traditional fraction circles or "fish tank" models. The document advocates teaching fractions using these types of linear representations rather than area models like pie charts that can be more difficult for students to interpret.
The document summarizes a presentation on developing a deeper understanding of primary math concepts through less rote counting and memorization. It discusses current counting models that rely heavily on memorization and proposes alternative approaches focusing on visualization and conceptual understanding. These include using subitizing to recognize small quantities, teaching number names in a way that reflects place value, and place value cards to build understanding of our base-ten number system. The presenters argue this will lead to longer retention and a stronger math foundation compared to traditional counting models.
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The document discusses how visualization enhances Montessori mathematics education. It provides examples of how Montessori uses concrete materials to teach counting and arithmetic concepts to children. These include number rods, bead frames, and calendar activities. The focus is on a verbal counting model that uses letters instead of numbers to demonstrate addition, subtraction, and multiplication facts to children in a visual way. Calendar math activities are also described, showing how children can develop ordinal counting and pattern recognition skills.
The document discusses a counting model for teaching mathematics to children. It describes how counting is not natural and takes years of practice, provides a poor concept of quantity, and ignores place value. The model shown uses letters instead of numbers to represent quantities in order to demonstrate counting, addition, subtraction, and other math concepts in a more concrete way for children. Montessori materials are also noted as being helpful for reinforcing counting concepts through hands-on experience.
The document discusses issues with traditional counting models and introduces an alternative counting model based on letters to represent quantities. It describes how the counting model provides a foundation for understanding place value and efficiently learning math facts. The document also cautions against using calendars for counting, noting that calendars involve ordinal rather than cardinal numbering and do not accurately represent quantities.
The document provides strategies for teaching addition and subtraction to students. Some key strategies include:
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This document outlines a verbal counting model proposed to help children develop a deeper understanding of numbers and math concepts rather than relying on rote memorization. The model uses letters to represent numbers and demonstrates counting, addition, subtraction, and other operations by building word problems using the letters. It also shows how this model could be applied to calendar math and comparing it to state math standards. The goal is to promote a more conceptual approach to early number sense over a procedural focus on counting and calculations.
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Learning Disabilities Mass HOPE April 2013
1. Teaching Math to Children
with Special Needs
MassHOPE - TEACH
Worcester, MA
Saturday, April 27
9:45am — 10:45am
Joan A. Cotter, Ph.D.
JoanCotter@RightStartMath.com
5. Characteristics of LD
Child usually:
• Is often more creative.
• Cannot learn by rote.
• Must understand and make sense of
concept
in order to remember.
6. Characteristics of LD
Child usually:
• Is often more creative.
• Cannot learn by rote.
• Must understand and make sense of
concept
in order to remember.
• Is more visual and often hands-on.
7. Characteristics of LD
Child usually:
• Is often more creative.
• Cannot learn by rote.
• Must understand and make sense of
concept
in order to remember.
• Is more visual and often hands-on.
• Dislikes worksheets.
9. Myths about LD
1. People with LD have lower intelligence. (33%
are gifted.)
10. Myths about LD
1. People with LD have lower intelligence. (33%
are gifted.)
2. They are lazy or stubborn.
11. Myths about LD
1. People with LD have lower intelligence. (33%
are gifted.)
2. They are lazy or stubborn.
3. Children with LD can be cured or will outgrow
it.
12. Myths about LD
1. People with LD have lower intelligence. (33%
are gifted.)
2. They are lazy or stubborn.
3. Children with LD can be cured or will outgrow
it.
4. Boys are more likely to be affected.
13. Myths about LD
1. People with LD have lower intelligence. (33%
are gifted.)
2. They are lazy or stubborn.
3. Children with LD can be cured or will outgrow
it.
4. Boys are more likely to be affected.
5. Dyslexia and learning disability are the same
thing.
14. Myths about LD
1. People with LD have lower intelligence. (33%
are gifted.)
2. They are lazy or stubborn.
3. Children with LD can be cured or will outgrow
it.
4. Boys are more likely to be affected.
5. Dyslexia and learning disability are the same
thing.
6. Adults with LD and ADD cannot succeed in
higher education.
17. Problems Occurring in Math
(Dyscalculia)
• Reversals in writing numbers
• Poor number sense
18. Problems Occurring in Math
(Dyscalculia)
• Reversals in writing numbers
• Poor number sense
• Slow fact retrieval
19. Problems Occurring in Math
(Dyscalculia)
• Reversals in writing numbers
• Poor number sense
• Slow fact retrieval
• Errors in computation
20. Problems Occurring in Math
(Dyscalculia)
• Reversals in writing numbers
• Poor number sense
• Slow fact retrieval
• Errors in computation
• Difficulty in solving word problems
21. Problems Occurring in Math
(Dyscalculia)
• Reversals in writing numbers
• Poor number sense
• Slow fact retrieval
• Errors in computation
• Difficulty in solving word problems
Dyscalculia only affects arithmetic, not other
branches of math.
22. Teaching for
Understanding
Emphasizes
understanding
Teaches a few
generalizations
Identifies global
relationships
Broad application
Takes longer to learn,
but is retained more
easily
Difficult to teach
Difficult to test
Teaching Rules and
Procedures
Emphasizes recall
Teaches many rules
Identifies sequential
steps
Limited context
Is learned more quickly,
but is quickly
forgotten
Is easy to teachCalifornia Mathematics Framework, 1985, p. 13
23. Teaching for
Understanding
Emphasizes
understanding
Teaches a few
generalizations
Identifies global
relationships
Broad application
Takes longer to learn,
but is retained more
easily
Difficult to teach
Difficult to test
Teaching Rules and
Procedures
Emphasizes recall
Teaches many rules
Identifies sequential
steps
Limited context
Is learned more quickly,
but is quickly
forgotten
Is easy to teachCalifornia Mathematics Framework, 1985, p. 13
24. Teaching for
Understanding
Emphasizes
understanding
Teaches a few
generalizations
Identifies global
relationships
Broad application
Takes longer to learn,
but is retained more
easily
Difficult to teach
Difficult to test
Teaching Rules and
Procedures
Emphasizes recall
Teaches many rules
Identifies sequential
steps
Limited context
Is learned more quickly,
but is quickly
forgotten
Is easy to teachCalifornia Mathematics Framework, 1985, p. 13
25. Teaching for
Understanding
Emphasizes
understanding
Teaches a few
generalizations
Identifies global
relationships
Broad application
Takes longer to learn,
but is retained more
easily
Difficult to teach
Difficult to test
Teaching Rules and
Procedures
Emphasizes recall
Teaches many rules
Identifies sequential
steps
Limited context
Is learned more quickly,
but is quickly
forgotten
Is easy to teachCalifornia Mathematics Framework, 1985, p. 13
26. Teaching for
Understanding
Emphasizes
understanding
Teaches a few
generalizations
Identifies global
relationships
Broad application
Takes longer to learn,
but is retained more
easily
Difficult to teach
Difficult to test
Teaching Rules and
Procedures
Emphasizes recall
Teaches many rules
Identifies sequential
steps
Limited context
Is learned more quickly,
but is quickly
forgotten
Is easy to teachCalifornia Mathematics Framework, 1985, p. 13
27. Teaching for
Understanding
Emphasizes
understanding
Teaches a few
generalizations
Identifies global
relationships
Broad application
Takes longer to learn,
but is retained more
easily
Difficult to teach
Difficult to test
Teaching Rules and
Procedures
Emphasizes recall
Teaches many rules
Identifies sequential
steps
Limited context
Is learned more quickly,
but is quickly
forgotten
Is easy to teachCalifornia Mathematics Framework, 1985, p. 13
28. Teaching for
Understanding
Emphasizes
understanding
Teaches a few
generalizations
Identifies global
relationships
Broad application
Takes longer to learn,
but is retained more
easily
Difficult to teach
Difficult to test
Teaching Rules and
Procedures
Emphasizes recall
Teaches many rules
Identifies sequential
steps
Limited context
Is learned more quickly,
but is quickly
forgotten
Is easy to teachCalifornia Mathematics Framework, 1985, p. 13
29. Teaching for
Understanding
Emphasizes
understanding
Teaches a few
generalizations
Identifies global
relationships
Broad application
Takes longer to learn,
but is retained more
easily
Difficult to teach
Difficult to test
Teaching Rules and
Procedures
Emphasizes recall
Teaches many rules
Identifies sequential
steps
Limited context
Is learned more quickly,
but is quickly
forgotten
Is easy to teachCalifornia Mathematics Framework, 1985, p. 13
30. Time Needed to Memorize
According to a study with college students, it took them
31. Time Needed to Memorize
• 93 minutes to learn 200 nonsense
syllables.
According to a study with college students, it took them
32. Time Needed to Memorize
• 93 minutes to learn 200 nonsense
syllables.
• 24 minutes to learn 200 words of prose.
According to a study with college students, it took them
33. Time Needed to Memorize
• 93 minutes to learn 200 nonsense
syllables.
• 24 minutes to learn 200 words of prose.
• 10 minutes to learn 200 words of poetry.
According to a study with college students, it took them
38. Memorizing Math
Math needs to be taught so 95%
is understood and only 5%
memorized.
Richard Skemp
Percentage Recall
Immediatel
y
After 1 day After 4
wks.
Rote 32 23 8
Concept
69 69 58
40. Flash Cards & Times Tests
• Often used to teach rote.
41. Flash Cards & Times Tests
• Often used to teach rote.
• Liked only by those who don‟t need
them.
42. Flash Cards & Times Tests
• Often used to teach rote.
• Liked only by those who don‟t need
them.
• Give the false impression that math
isn‟t
about thinking.
43. Flash Cards & Times Tests
• Often used to teach rote.
• Liked only by those who don‟t need
them.
• Give the false impression that math
isn‟t
about thinking.
• Often produce stress – children under
stress stop learning.
44. Flash Cards & Times Tests
• Often used to teach rote.
• Liked only by those who don‟t need
them.
• Give the false impression that math
isn‟t
about thinking.
• Often produce stress – children under
stress stop learning.
• Not concrete – use abstract symbols.
45. Flash Cards & Times Tests
• Often used to teach rote.
• Liked only by those who don‟t need
them.
• Give the false impression that math
isn‟t
about thinking.
• Often produce stress – children under
stress stop learning.
• Not concrete – use abstract symbols.
• Cause stress (may become physically
ill).
46. Flash Cards & Times Tests
• Often used to teach rote.
• Liked only by those who don‟t need
them.
• Give the false impression that math
isn‟t
about thinking.
• Often produce stress – children under
stress stop learning.
• Not concrete – use abstract symbols.
• Cause stress (may become physically
ill).
47. Flash Cards & Times Tests
• Often used to teach rote.
• Liked only by those who don‟t need
them.
• Give the false impression that math
isn‟t
about thinking.
• Often produce stress – children under
stress stop learning.
• Not concrete – use abstract symbols.
• Cause stress (may become physically
ill).
81. Domino Pattern Drawbacks
• Patterns generally cannot be added.
• They are not used outside of games.
• Emphasize only 1–6.
82. Domino Pattern Drawbacks
• Patterns generally cannot be added.
• They are not used outside of games.
• Emphasize only 1–6.
• Precious little mathematics.
363. Teaching Math
• Talk positively about math.
• Teach for understanding; concrete
models should lead to mental models.
364. Teaching Math
• Talk positively about math.
• Teach for understanding; concrete
models should lead to mental models.
• Encourage children to ask questions. “I
don‟t get it” is not a question.
365. Teaching Math
• Talk positively about math.
• Teach for understanding; concrete
models should lead to mental models.
• Encourage children to ask questions. “I
don‟t get it” is not a question.
• Use correct vocabulary.
366. Teaching Math
• Talk positively about math.
• Teach for understanding; concrete
models should lead to mental models.
• Encourage children to ask questions. “I
don‟t get it” is not a question.
• Use correct vocabulary.
• Ask a question once; allow 3 seconds
for a response. Resist rephrasing.
367. Teaching Math
• Talk positively about math.
• Teach for understanding; concrete
models should lead to mental models.
• Encourage children to ask questions. “I
don‟t get it” is not a question.
• Use correct vocabulary.
• Ask a question once; allow 3 seconds
for a response. Resist rephrasing.
• Give a child 2-3 seconds to say a fact.
368. Teaching Math to Children
with Special Needs
MassHOPE - TEACH
Worcester, MA
Saturday, April 27
9:45am — 10:45am
Joan A. Cotter, Ph.D.
JoanCotter@RightStartMath.com