3493 Chapters
Medium 9781942496458

Chapter 2 Ratios and Proportional Relationships

Edward C. Nolan Solution Tree Press ePub

This chapter transitions the focus on rational numbers in terms of fractions to rational numbers as ratios and proportions. A fraction is a rational number because it describes a ratio of two numbers. In a fraction , the numerator, a, describes the number of equal-size pieces of the whole, and the denominator, b (where b is equal to 0), indicates the number of those pieces needed to make the whole. A rational number that is not a fraction can also be described as ; however, a and b (b ≠ 0) do not describe a part-to-whole relationship. While the focus of rational numbers was on fractions in the previous chapter, ratios are explored in this chapter.

Comprehending ratio and proportionality concepts empowers students to solve problems that include a number of different real-world applications. In providing problems to solve involving ratios and proportions, you support students to develop proportional reasoning (Kilpatrick et al., 2001). Proportional reasoning includes the understanding of the interrelationship of two quantities and how a change in one connects to a change in the other.

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Medium 9781936763054

Chapter 9 The Power to Change Lives: Creating a Secondary Intensive Reading Intervention Model

Mike Mattos Solution Tree Press ePub

The Power to Change Lives: Creating a Secondary Intensive Reading Intervention Model

Rich Rodriguez

We know that for a student to learn at grade level, that student must be taught at grade level. We also know that some students will enter secondary school lacking foundational literacy skills that should have been mastered years prior. Finally, many of our most at-risk students come from homes in which English is not the primary language, requiring the school to also address this need. This common scenario creates a difficult dilemma: how do we provide some students access to grade-level language arts, remediation in foundational literacy, and targeted English language-development instruction? The detailed example provided by TeWinkle Middle School demonstrates exactly how these three critical learning outcomes can be accomplished within the school day. Equally important, the results the TeWinkle staff achieved demonstrate that, when provided the right intensive supports, secondary students can improve their reading skills by multiple Lexile levels within one school year.

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Medium 9781943874866

2 Planning Curriculum, Assessment, and Preinstruction

Casey Reason Solution Tree Press ePub

CHAPTER 2

Planning Curriculum, Assessment, and Preinstruction

Because many of you are in very different places in terms of curriculum expectations, we approach instructional planning in this chapter from a broad perspective that you can apply to your classroom’s needs. As you conceptualize your curriculum, we attempt to clarify the methods of online teaching you can prepare as a precursor to launching your course. Here are some common questions that individuals ask when embarking on an online teaching endeavor.

KEY QUESTIONS ANSWERED IN THIS CHAPTER

•  When choosing a curriculum program to plan and develop, what are its advantages and disadvantages?

•  What are the implications of attention to appropriate instructional pacing?

•  What are the implications of supporting learning content and skill proficiency?

•  How do teacher teams inform the process of planning and developing online learning?

•  What types of instructional activities work well online?

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Medium 9781945349096

3 Using Strategies for Positive Messaging With Teachers

Parker, William D. Solution Tree Press ePub

3

Using Strategies for Positive Messaging With Teachers

Electric telegraph [communication] will never be a substitute for the face of someone who with [his or her] soul encourages another person to be brave and true.

—Charles Dickens

Most of us have heard the story about the married couple in which the wife is a strong communicator and the husband is the silent type. One day the wife asks the husband, “Honey, do you still love me?”

“Well,” he says, looking up from his newspaper, “I told you twenty-five years ago that I love you. And I haven’t changed my mind since then.”

As this lighthearted story shows, you can’t assume that since you’ve communicated something one time that the recipient remembers the message. Chief communicators in schools must always strive to grow and learn, adding more ideas to their toolkits for improving school messages with teachers and staff. This chapter offers strategies for positive messaging, technology strategies, strategies for meaningful feedback, and strategies for facilitating change.

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Medium 9781935249900

Chapter 13 Navigating Social Networks as Learning Tools

James A Bellanca Solution Tree Press ePub

________________________

Nelson Smith could not start a fire, even if his life depended on it. In fact, he could not even produce smoke. He had the perfect piece of yellow pine, a nice blob of lint from his clothes dryer, a sturdy spindle, and a perfectly strung bow to make it spin. But thirty minutes of pulling and pushing the bow back and forth produced little heat where the wood pieces ground together. The wood stayed cool even as his skin turned hot.

However, Nelson, a twelve-year-old from Victoria, British Columbia, Canada, with a passion for outdoor survival skills, had a plan. He wanted to master this crucial, yet basic, part of bushcraft, and he knew the perfect tool to make it happen: his mom’s video camera.

“Hello,” Nelson says in the opening frame of his video as viewers see one of his grass-stained bare feet holding down the block of yellow pine and his hands clutching the pieces of his set. “I’m trying my hardest here to make a bow-drill set . . . ”

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