- Techniques for successfully teaching a concept to a group of students.
- A combination of instructional methods, learning activities, and materials that actively engage students and appropriately reflect both learning goals and students’ developmental needs.
- The tough central part of various fruits, containing the seeds
- a small group of indispensable persons or things; “five periodicals make up the core of their publishing program”
- the center of an object; “the ball has a titanium core”
- The part of something that is central to its existence or character
- remove the core or center from; “core an apple”
- The central or most important part of something, in particular
- include in a list; “Am I listed in your register?”
- A formal structure analogous to a list by which items of data can be stored or processed in a definite order
- A set of items considered as being in the same category or having a particular order of priority
- give or make a list of; name individually; give the names of; “List the states west of the Mississippi”
- A number of connected items or names written or printed consecutively, typically one below the other
- a database containing an ordered array of items (names or topics)
core teaching strategies list – How to
– Discover the desired student proficiencies of the CCSS: critical thinking, creative thinking, complex thinking, comprehensive thinking, collaborative thinking, communicative thinking, and cognitive transfer.
– Explore phase I, Talk-Through, during which teachers explicitly teach students a critical thinking skill.
– Utilize the content-based lessons included in phase II, Walk-Through, when specific guidance will ensure proper application of the skill.
– Learn how to make a direct connection between the selected thinking skill and the new standards with the CCSS performance tasks modeled in phase III.
– Take advantage of online and print resources, a glossary, reproducibles, reflection questions, and more.
core teaching strategies list
1. A five- to fifteen-minute classroom conversation around purposefully crafted computation problems that are solved mentally.
2. The best part of a teacher s day.
This resource was created in response to the requests of teachers those who want to implement number talks but are unsure of how to begin and those with experience who want more guidance in crafting purposeful problems. This dynamic multimedia resource supports teachers in understanding:
* what a classroom number talk is;
* how to follow students thinking and pose the right questions to build understanding;
* how to prepare for and design purposeful number talks; and
* how to develop grade-level-specific strategies for the operations of addition, subtraction, multiplication, and division.
Number Talks includes connections to NCTM s Principles and Standards for School Mathematics, as well as an abundance of reference tables to help you quickly and easily locate strategies, number talks, and video clips.
Facilitator s Guide
While the book may be used as an independent resource, it is also structured to provide a framework for collaborative learning groups or to provide professional development opportunities through grade-level teams, individual schools, or districts. Chapter 9 serves as a facilitator s resource, providing guidance for use of the video clips by grade level along with discussion questions to support reflection and collegial conversations about number talks and students learning.
The accompanying DVD provides a visual platform for teachers to reflect on their current practices and target essential understandings from their readings. The DVD features 19 number talks filmed in actual classrooms, plus seven bonus tracks highlighting interviews with the author and teachers. Clips range from five to ten minutes in length with a total viewing time of approximately two hours.