Since learning is a result of thinking, we want to provide frequent opportunities for your learners to summarize their learning and think about how the new information changes thinking. Watch this 2-1/2 minute PD video to learn more about two great questions exit questions you can use in every lesson.
By Ann-Elise Record
Did you know that the foundations of fractions are found in the geometry standards in K-2nd grade? Spend an hour with Ann Elise learning how to develop fraction concepts in Kindergarten to third grade using virtual manipulatives.
When the pandemic hit, there was an overabundance of information and technology being shared in the education world and many of us were quickly overwhelmed. As an educator, it is important to model continued learning and reflection upon our craft when we expect our students to do the same, but when does it become too much? As a district math coach, I wanted to support in a meaningful, but less overwhelming way, so I began videoing myself doing a one-minute PD session. You can access my videos on my YouTube channel.
I recently attended a virtual session on Visible Learning with Dr. John Hattie. He talked about what works best in order to cause dramatic increases in student learning during face to face and virtual instruction. Turns out, just about everything we do as educators causes students to learn. However, he said there's no evidence that teaching more results in more learning. In fact, through his vast meta-research, there is evidence that highly impactful teachers don't focus so much on what they or the students will do. Instead, they focus on their impact on student learning. According to Dr. Hattie, it's how we think, not what they do, that has the most impact on student learning.