The Ultimate Guide to Teaching with Mathematical Discourse | Part 2

Posted by Lindsey Sönmez on January 21, 2020

Last week, we discussed the “what” and “why” of using intentional discourse in the math instruction. Now, we’ll provide you with actionable tips and expectations to take into your classroom that will create a positive learning experience for both you and your students. 

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Topics: intentional discourse, math

The Ultimate Guide to Teaching with Mathematical Discourse | Part 1

Posted by Lindsey Sönmez on January 07, 2020

Math education means flipping flashcards, regurgitating formulas, powering through endless worksheets, and a whole lot of memorization, right? Think again.

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Topics: intentional discourse, mathematical reasoning, productive struggle, math

6 Take-Home Activities to Engage Your Student in STEM Over Winter Break

Posted by Lindsey Sönmez on December 30, 2019

While winter break is a special time to spend with family, friends, and plenty of food, it doesn’t necessarily mean that your kiddos have to leave learning back at school with their classwork. In fact, this extra time off serves as the perfect opportunity for students to bond with their loved ones over a new, immersive STEM experience. 

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Topics: science, take home activities

Teacher Tip: Intellectual Risk Taking

Posted by Brian Whitney on March 12, 2019

As educators, we are aware that our current students will be redefining knowledge and possibilities in the future, in ways we cannot even imagine! It is our job to create and foster a learning environment where student failures and intellectual risk taking are anticipated and welcomed as vehicles to growth and innovation.  

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Using Extended Vocabulary Instruction

Posted by David Alviar on February 22, 2019

­­­ We all know the importance of language acquisition, but did you know that how you teach students new science vocabulary has an impact on their engagement, depth of understanding, and retention? A critical part of learning science is becoming fluent with the language of science. To do that, students must have experiences that help them make meaning of new terms themselves—not just memorize definitions.  

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