There's increasing evidence that pulling kids out of the core / grade-level track for a remedial track doesn't always work. This is why Carnegie Learning takes an asset-based approach. Our solutions empower students and teachers to start at grade-level and work targeted supports into the core classroom. This also elevates teachers to become the expert on that whole student.
Great article from EdWeek that should make us all pause! https://lnkd.in/edfpE_Z9
🌟 Exciting Read Alert! 🌟
🍎 Check out this thought-provoking article written by our Director of Math, Naomi Perl, and two of our Math Instructional Coaches/Leaders, Precious James (Learning Without Limits), and Kristina Hargreaves (Cox Academy).
The article explores a shift towards students understanding the why behind mathematical concepts, not just the how. It empowers students to think about their thinking, fostering a deeper, more meaningful understanding of math.
👉 Read the article, link below: A Shift Towards Students Thinking About the Thinking and Not Just the Steps in Math Class
#MathEducation#StudentEmpowerment#Metacognition#LearningAndDevelopmenthttps://lnkd.in/dTi5yfJV
Yup, this adds up! The four-year study will focus on three learning progression frameworks that translate research theory into practical learning progressions that math teachers can use to understand how to best serve their students.
A seemingly simple mathematical question regarding the number of relationships among five students, which, without direction, amounts to 1024, but with direction, expands to 59049, is truly inspiring. How does this question inspire us to contemplate the future of education, the internet, and human society?
Have the theories and practices of purportedly student-centered or personalized learning ever tackled this straightforward math problem?
Pedagogy, the science of education, has traditionally centered on the dynamics of one teacher and one classroom, with little research attention to uncover the abundance and complexity of learning relationships within a classroom.
Government policies and finances have been built on this foundation.
This encompasses various aspects such as policy, financial resources, structural setup, architectural space design, school administration, average spending or cost per student, teacher and staff compensations, administrator salaries, class size, teacher-student ratio, curriculum design, and methods of teaching, learning, and assessment.
This "one teacher, one classroom" model of school education has been exceptionally stable for over three centuries worldwide, significantly limiting potential change and innovation.
Schools and colleges of education at universities worldwide have developed their programs, curriculum, research, and practices around this pedagogy model of one teacher and one classroom for centuries.
In a learning environment guided by values rather than driven by attention and consumerism, children can gain more diverse learning opportunities and achieve richer learning outcomes. More importantly, they will learn how to actively create happiness, cherish and enhance their inner well-being, and build harmonious relationships within their families and communities.
Do you concur that the next generation of the internet, driven by values rather than the current attention or advertising-focused model, could potentially emerge from the authentic learning experiences and relationships of the younger generation in education?
Margaret Mead, an American cultural anthropologist, once said: "We are now at a point where we must educate our children in what no one knew yesterday, and prepare our schools for what no one knows yet."
The future is not where we are going to, but what we must create now.
The first GEC 3.0 Future School was designed by The Kubala Washatko Architects from Wisconsin in 2012 and has been brought to reality by Principal LIU Keqin and her team ever since.
This Global Educational Community's holistic future school solution has been supported by Dr. Ann Lieberman, Dr. Raymond Pecheone from Stanford University, and scholars from other prestigious universities, along with innovative K-12 schools worldwide since 2012.
Please visit us at:
The X-Challenges
https://xchallenges.com
Global Educational Community
https://lnkd.in/gFHJ24yt
The X-Challenges: A Simple Math Question for Education
A seemingly simple mathematical question regarding the number of relationships among five students, which, without direction, amounts to 1024, but with direction, expands to 59049, is truly inspiring. How does this question inspire us to contemplate the future of education, the internet, and human society?
Have the theories and practices of purportedly student-centered or personalized learning ever tackled this straightforward math problem?
Pedagogy, the science of education, has traditionally centered on the dynamics of one teacher and one classroom, with little research attention to uncover the abundance and complexity of learning relationships within a classroom.
Government policies and finances have been built on this foundation.
This encompasses various aspects such as policy, financial resources, structural setup, architectural space design, school administration, average spending or cost per student, teacher and staff compensations, administrator salaries, class size, teacher-student ratio, curriculum design, and methods of teaching, learning, and assessment.
This "one teacher, one classroom" model of school education has been exceptionally stable for over three centuries worldwide, significantly limiting potential change and innovation.
Schools and colleges of education at universities worldwide have developed their programs, curriculum, research, and practices around this pedagogy model of one teacher and one classroom for centuries.
In a learning environment guided by values rather than driven by attention and consumerism, children can gain more diverse learning opportunities and achieve richer learning outcomes. More importantly, they will learn how to actively create happiness, cherish and enhance their inner well-being, and build harmonious relationships within their families and communities.
Do you concur that the next generation of the internet, driven by values rather than the current attention or advertising-focused model, could potentially emerge from the authentic learning experiences and relationships of the younger generation in education?
Margaret Mead, an American cultural anthropologist, once said: "We are now at a point where we must educate our children in what no one knew yesterday, and prepare our schools for what no one knows yet."
The future is not where we are going to, but what we must create now.
The first GEC 3.0 Future School was designed by The Kubala Washatko Architects from Wisconsin in 2012 and has been brought to reality by Principal LIU Keqin and her team ever since.
This Global Educational Community's holistic future school solution has been supported by Dr. Ann Lieberman, Dr. Raymond Pecheone from Stanford University, and scholars from other prestigious universities, along with innovative K-12 schools worldwide since 2012.
Please visit us at:
The X-Challenges
https://xchallenges.comhttps://lnkd.in/gci3xPJJ
The X-Challenges: A Simple Math Question for Education
A seemingly simple mathematical question regarding the number of relationships among five students, which, without direction, amounts to 1024, but with direction, expands to 59049, is truly inspiring. How does this question inspire us to contemplate the future of education, the internet, and human society?
Have the theories and practices of purportedly student-centered or personalized learning ever tackled this straightforward math problem?
Pedagogy, the science of education, has traditionally centered on the dynamics of one teacher and one classroom, with little research attention to uncover the abundance and complexity of learning relationships within a classroom.
Government policies and finances have been built on this foundation.
This encompasses various aspects such as policy, financial resources, structural setup, architectural space design, school administration, average spending or cost per student, teacher and staff compensations, administrator salaries, class size, teacher-student ratio, curriculum design, and methods of teaching, learning, and assessment.
This "one teacher, one classroom" model of school education has been exceptionally stable for over three centuries worldwide, significantly limiting potential change and innovation.
Schools and colleges of education at universities worldwide have developed their programs, curriculum, research, and practices around this pedagogy model of one teacher and one classroom for centuries.
In a learning environment guided by values rather than driven by attention and consumerism, children can gain more diverse learning opportunities and achieve richer learning outcomes. More importantly, they will learn how to actively create happiness, cherish and enhance their inner well-being, and build harmonious relationships within their families and communities.
Do you concur that the next generation of the internet, driven by values rather than the current attention or advertising-focused model, could potentially emerge from the authentic learning experiences and relationships of the younger generation in education?
Margaret Mead, an American cultural anthropologist, once said: "We are now at a point where we must educate our children in what no one knew yesterday, and prepare our schools for what no one knows yet."
The future is not where we are going to, but what we must create now.
The first GEC 3.0 Future School was designed by The Kubala Washatko Architects from Wisconsin in 2012 and has been brought to reality by Principal LIU Keqin and her team ever since.
This Global Educational Community's holistic future school solution has been supported by Dr. Ann Lieberman, Dr. Raymond Pecheone from Stanford University, and scholars from other prestigious universities, along with innovative K-12 schools worldwide since 2012.
Please visit us at:
The X-Challenges
https://xchallenges.com
By focusing on high-impact math concepts and providing universal instruction, a Multi-Tiered System of Support (MTSS) helps elementary teachers design strategies to accelerate student learning. To learn more read this article from Edutopia: https://lnkd.in/gRt4Kf58
A Multi-Tiered System of Support (MTSS) helps elementary teachers design strategies to accelerate student learning by focusing on high-impact math concepts and providing universal instruction. To learn more read this article from Edutopia: https://lnkd.in/gRt4Kf58
Franchisee/Director of The Tutoring Center Tomball | SpringTX, Empowerment Coach, Co-Author, Licensed Realtor and Developer, Former Teacher and Principal | Goldman Sachs 10KSB Alumni
Reimagining Education:
Educators, let's ditch the math worksheets and teach Real-World Math Problem Solving! This approach will make math seem more intriguing and relevant to both right and left brain thinkers. More importantly, it allows students to see how math is essential to everyday life and not simply numbers in isolation that uses memorized methods of learning as a key to success. When lessons planning, math or reading, we need to keep in mind the skills necessary for today's employment market and plan lessons that allow for creations, discoveries, problem solving, questioning, critical thinking, and connections across a wide range of disciplines. This kind of instruction will serve our students well and for a lifetime without limiting their skills or capabilities. Let's start the 2024-25 school year REIMAGINING!
According to national assessments, students are underperforming in math. Learn how strategic interventions, math instruction gamification, and increased support and investment into the professional development of teachers can improve math outcomes here: https://lnkd.in/eHA4kAsF
High-quality instructional materials (HQIM) are increasingly prevalent across Texas, and @garlandisd is feeling the impact of this transformative educational strategy. Read here to discover how reading and math teachers are benefiting from it:https://ow.ly/C2GO50R8yEm
