"Core" Ideas to Follow

renees's picture

When looking for math activities, information, or new ideas  I have a few "core" people I follow.

Here is the short list:

Bill McCallum:  http://commoncoretools.me/author/wgmccallum/

Donna Boucher:  http://mathcoachscorner.blogspot.com/

Dan Meyer:  http://blog.mrmeyer.com/

Marilyn Burns:  Math Solutions

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The Moves That Matter: The Art of Argumentation

Whenever I think of arguments, I think of Mark Bradshaw. Although there are other reasons I connect Mark with argumentation, he shared a great little resource for writing argumentative essays called They Say, I Say: The Moves That Matter in Academic Writing by Gerald Graff and Cathy Birkenstein. Based on the premise that good writers enter existing conversations, They Say, I Say provides students with the “moves” needed for writing argumentation and scaffolds the process using templates with the goal of demystifying academic writing.

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Write? That's Right!

renees's picture

Most of you know me as the math girl and that is absolutely true, but....before I was the math girl, I was the word girl.  I like to joke that I am a word"smith" but it isn't a joke.

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Never too Young to Learn

tfellers's picture

My husband is a word guy. He challenges his high school students often by exposing them to new vocabulary. A couple weeks ago he read an article about the importance of using quality vocabulary with babies. He was all in. Between reading to our granddaughter and using big vocabulary words with her, she is on track to being a reader.

I, on the other hand, am the math girl. I love it and I hope some day so does our grand daughter. I too will read her lots of books, but we will also be working on those math skills.

Here are just some ideas of how we will be doing that:

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In This School…We Do

janes's picture

 

 

It would come as no surprise if you instantly recognize the ‘In This House…’ saying.  Word choice may vary slightly, but the message is consistent.  And while I admire the underlying meaning, I realized the little word “do” was the most significant.  It suggests action…not we “wish,” not we “want,” not even we “desire.”  “We DO!” 

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4 Strategies for Fostering 21st Century Listening, Speaking, and Thinking

Effective communication has proven to be a problem throughout recorded history.  For example, many years ago the United States experienced diplomatic problems with Panama about the Canal Zone, which resulted in civil disturbances and riots.  Just when it appeared that an agreement had been reached between the two countries, diplomacy again fell apart because each side differed as to the meaning of a single word (Monson, 2010).  This word was ‘negoicar.’

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What are we ‘wading’ for?

janes's picture

Journey to an imaginary pool where a series of tasks determines your swimming strength followed by the awards ceremony.  Some of us would earn the “deep water” badge due to our extensive knowledge of several strokes and the ability to perform them with grace and ease.

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Reading Fluency: Don't Just Weigh the Pig

Imagine that you are a pig farmer. Before you take your pig to market for sale, you want the fattest pig possible. However, weighing the pig everyday will not make the pig fatter. In order for the pig to gain weight, you have to feed the pig a healthy and appropriate diet. The same is true for reading fluency.

 

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Is Faster Really Better?

renees's picture

"It's not complicated, faster is better!"  If you believe the AT&T commercials faster is always better and for years we have taught math using that same theory!  We taught procedures and gave daily timed math facts tests to ensure students would become faster and faster at "doing" math.   We celebrated two things; the correct answer and arriving at it quickly or automatically.  Through our efforts a small segment of our population was congratulated and made to believe they were our best and brightest.  They were true mathematicians!  But for a much larger group of people we proved just

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Four Tips for Small Group Math Time

tfellers's picture

As I travel and walk-through classrooms, I have the opportunity to observe small group math time. Often, I am asked by administrators and teachers about making this time effective and conducive to student learning. Here are four tips to getting the most out of your small group math time.

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