A few years ago, I was talking with a teacher on my team, asking him how he coached students who struggle with word problems. His toolbox of problem solving pedagogy boiled down to one sentence: “I tell them to read the problem again.” While it is vital to make sure students understand the problem, we can help them develop strategies… Read more →
This morning several students on campus participated in a panel, answering staff questions about learning styles and classroom environments. We learned a lot. At one point, students were asked about reading and writing in non-Language Arts classes. One of my students described an activity that we do, and he got all the major points. Made me feel good. Here’s the… Read more →
…it serves no purpose to a student with limited conceptual understanding. If they evaluate their answer and decide that it doesn’t make sense, they don’t know how to fix it. Their options are to start over completely, or ignore the issue. Is it any surprise they choose ignore?