Use these three activities as professional learning community tools to support powerful conversations.
Joy A. Oslund and Sandra Crespo
District and teachers' union personnel collaborated in creating a teaching and learning cooperative to maintain ongoing, high-quality professional staff development.
Megan H. Wickstrom and Lindsay M. Jurczak
Examine teaching strategies, students' conceptions and visualizations of length units, and conservation of length as first graders explore the meaning of an inch in the context of a garden inchworm.
Robbie L. Higdon and Amanda G. Sawyer
When implementing STEM activities, such as model rockets blasting off or paper airplanes flying across the room, the mathematical or scientific content can get lost as we focus on the “wow factor.” However, meaningful learning experiences can be implemented anytime by employing the components of the 4E×2 instructional model. In essence, the model promotes students exploring their ideas before constructing an explanation for their concept, allowing the development of deeper understanding and connections with multiple conceptions.
Using Cuisenaire Rods, metric measurement, and mapping, students worked collaboratively to calculate, keep records, build, and problem solve with use of decimal fractions as a key element.
Allyson Hallman-Thrasher, Courtney Koestler, Danielle Dani, Amanda Kolbe and Katie Lyday
Through trial and error and ultimate success, students create a graph to model a real-world situation.
Students use scientific notation to calculate how long it takes light to travel a variety of astronomical distances and then interpret the significance of their findings.
Laura Bofferding and Melike Yigit
This month's problem examines the standing long jump, an Olympic event until 1912. Students will jump as far as they can from a standing position and measure the distance by using different units, such as cubes, feet, and inches. A good problem can capture students' curiosity and can serve many functions in the elementary school classroom: to introduce specific concepts the teacher can build on after students recognize the need for additional mathematics or to help students see where to apply already-learned concepts. We encourage teachers to use the monthly problem and suggested instructional notes in their classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience.
Terri L. Kurz
After analyzing advertising claims regarding water shooters, students present their findings.
Sarah J. Selmer and Kimberly Floyd
A proactive preschool teacher differentiates instruction by using the Universal Design for Learning framework to decrease barriers that limit students' access to classroom learning.