For example, before students can explain some of the key causes of the American Revolution, students need to identify and describe these causes. Before students can construct a graph showing the relationship between two variables, students need a working understanding of key terms like dependent variable and independent variable. In other words, each question in a sequence is important, and eliminating steps from a sequence can inhibit student understanding. This session focuses on research-based strategies for sequencing questions effectively.
I hope you have enjoyed the series and have made some plans to try some new things this year! Today's final challenge involves asking you to do some reflecting on how you actually organize your math instruction.
I am constantly getting teachers asking me what my math block "looks like"--and it's just not that easy of a question to answer! Mine looks different every day There has been a lot of push to do "math workshop" or math "centers" in recent years.
Sadly, this has resulted in some unfortunate results. I'm going to redefine some things the way I like to keep them in my mind Does that work for you?
If so, then we have to be mindful of how we do that. Some of our best intentions often go south, so today I'm going to share with you 5 ways that you can plan your instruction to try to get students in that "math zone" as often as possible.
You will notice--each strategy has pros and cons. We need to make professional decisions georgia third grade writing assessment on the math content, our students' knowledge, and countless other factors. Let's see what you think. There are no podiums or lectures involved!
The teacher then circulates and coaches. Students may be working alone, in pairs, or some other collaborative combination. In order to be successful, the task has to be within reach of all students or small groups--whether that be through the instruction, differentiation, tools like calculatorsor through intervention on the teacher's part.
This can also be an extremely effective strategy when presenting content that is new for all students My goal as a teacher is that I WANT to be the observer and coach so I can see what my students know and what misconceptions they have. Splitting the Class in Half There are times when trying to keep the attention of 24 students is simply impossible.
Splitting the class in half and teaching the lesson twice might be just the ticket! The beauty of this is the flexibility. You can teach the exact same lesson twice and just have a smaller, more focused group OR you can teach the lesson at two different levels so students are challenged at just the right level and just the right pace.
Remember, when doing two groups, there is no rule that says each "half" needs to get the same amount of time. I frequently teach the lesson to my more capable learners in about half the time I spend with the other group.
Be mindful of what you have the students who are NOT with you do It's a perfect time for collaborative problem solving, computation fluency work, or other "just right" practice.
Math Centers and Stations Well, here we go. This instructional strategy involves grouping students either by ability or not to rotate through a number of different activities--one with instruction from the teacher.
Ideally, this instruction is tailored to the needs of the small group--or there really is no value in the rotations, right? Whether we set up 3, 4, or 5 stations, the simple truth is that students are under direct supervision of the teacher for only a small percentage of the math block.
This requires a great deal of planning. We know we have many, many different ability levels in our classes, and creating meaningful "just right" centers for all of them is a challenge, indeed.
So if we can create meaningful work at these stations, we also do need to make sure that student behavior creates an atmosphere conducive to quality work. Since students are only getting direct instruction for one rotation, the teacher must be completely free of managing those other groups.
This takes a great deal of time up front to make sure the groups function well, know expectations, and can manage them without teacher assistance.
When they work well--this can be a great way for teachers to really tailor instruction Math Minilessons and Focus Groups This organizational strategy is a nice combination strategy I could do some modeling with the entire class After that, I could pull small groups to work on that very skill--but at different levels.
Again, like with the "half and half" strategy For some of my better problem solvers, I might start with a challenge problem to watch them work, listen to strategies, coach on organization and precision issues, and then send them off to try some more on their own or in partners.
For a group of students needing more, I could use much simpler problems, walk through them more slowly, model in different ways, and keep the students much longer for extra practice and coaching.Introduction.
This web site began as the data link to an op-ed piece I wrote on grade inflation for the Washington Post, Where All Grades Are Above Average, back in January In the process of writing that article, I collected data on trends in grading from about 30 colleges and universities.
This section provides a summary of the key third grade curriculum and learning objectives for language arts, math, social studies, and science. Under each is a more detailed description of what children learn in third grade subjects, including detailed lesson descriptions of Time4Learning learning.
The Georgia Milestones Assessment System is designed to provide information about how well students are mastering the state-adopted content standards in the core content areas of English Language Arts, mathematics, science, and social studies.
ClassZone Book Finder. Follow these simple steps to find online resources for your book. Information about what elementary school students, that is third, fourth, and fifth graders, will learn in school, and what kinds of social and behavioral changes .
The Georgia Grade Three Writing Assessment covers four types of writing: narrative, informational, persuasive, and response to literature.
Narrative Relating Personal Experience- Writing assignments should direct students to recount an event grounded in their own experiences.