In this article, it shares that questioning should be used purposefully to achieve well-defines goals. Typically a teacher would vary the level of questions within a single lesson. Click the link below on ideas of incorporating Bloom’s in math.
In this article it gives excellent and practical ways to check that your assessments and classwork are not culturally-biased and truly assess what a student knows about the content.
To see how to create the cups and for more ideas visit the website below:
When it comes to learning math, English language learners (ELLs) have a unique challenge. Unlike most English-speaking students, ELLs have the task of learning a second language and learning content simultaneously. Click the article below to learn some strategies about how to best help ELLs in the math classroom.
Here is a little humor pointing to the importance of teaching discipline-specific content language.
Not only is this concept opposite English and difficult for ESL students, it is a tough concept to teach all students. For strategies to teach this confusing concept I use the approach:
“If you take the NEGATIVITY (-) OUT OF (-) your life, then you are POSITIVE.
As well as, “If your friend allowed you to borrow $5 dollars and you go to pay her back and she TAKES AWAY (-) what you OWE (-) and says don’t worry about paying her back then that is positive money!
I owe Jakiya $5 and in my pocket is $3 extra dollars. Here is my number sentence:
$3 – (-$5) = $??
$3 + $5 = $8
I get to take away that I owe 5 and keep that money because my friend said I didn’t have to pay her back!
Another strategy is to put a circle around the two negatives and make a smiley face–my students call this the “smiley face” method. When they see two negatives next to each other they make the eyes into positives and add a smile to show the two negatives next to each other become a positive.
Source: Learning English