Supporting the Whole Child - download pdf or read online

By Marge Scherer

ISBN-10: 1416609776

ISBN-13: 9781416609773

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The focus should be on the underlying math, not on class assignments. For example, while others are learning multidigit multiplication, floundering students may need experiences to help them learn basic underlying concepts, such as that 5 × 9 can be interpreted as five groups of nine. 29 30 Supporting the Whole Child Before the Class Studies the Topic Suppose the class is studying multiplication but will begin a unit on fractions within a month, first by cutting out individual fraction kits. It would be extremely effective for at-risk students to have the fraction kit experience before the others, and then to experience it again with the class.

For example, a game like Pathways (see Figure 1 for a sample game board and instructions) gives students practice with multiplication. Students hone multiplication skills by marking boxes on the board that share a common side and that each contain a product of two designated factors. Figure 1. Pathways Multiplication Game Nine Ways to Catch Kids Up 9. Build In Vocabulary Instruction The meanings of words in math—for example, even, odd, product, and factor—often differ from their use in common language.

Perspectives of curriculum evaluation (AERA Mono- 45 46 Supporting the Whole Child graph Series on Curriculum Evaluation. No. 1; pp. 39–83). Chicago: Rand McNally. Silver, H. , Strong, R. , & Perini, M. J. (2000). So each may learn: Integrating learning styles and multiple intelligences. Alexandria, VA: Association for Supervision and Curriculum Development. Slavin, R. E. (1991). Synthesis of research on cooperative learning. Educational Leadership, 48(5), 71–82. Sternberg, R. J. (1994). Allowing for thinking styles.

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Supporting the Whole Child by Marge Scherer


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