Tag Archives: Problem Solving

Your Heinemann Link Round-Up for the Week of June 21–27

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We have a handful of great links for your last weekend in June! Each week we find around five interesting reads for you to take into the weekend. These links are interviews with educators, posts from our authors' and friends' blogs, and any interesting, newsworthy item from the past seven days. Check back each week for a new round of finds!

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Author Jo Boaler wrote an Op-Ed for The Hechinger Report:

Brain science tells us that the students who are better memorizers do not have more math “ability” or potential but we continue to value the faster memorizers over those who think slowly, deeply and creatively – the students we need for our scientific and technological future. The past decade has produced a generation of students who are procedurally competent but cannot think their way out of a box. This is a problem.

Click through to read all of "Memorizers are the lowest achievers and other Common Core math surprises."

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On the Teaching Channel blog, teacher and math specialist Kristin Gray (@MathMinds) reflects on the difference between solving problems to learn math and learning math to solve problems. She asks, “How often do we give teachers ideas they must implement in their classroom and tools to do so, without offering the opportunity to think about how these tools work for them?”

Click through to read "Powerful Problem-Solving… For Teachers and Students."

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Melanie Meehan at Two Reflective Teachers wrote about balanced assessment for Tuesday's Slice of Life:

How do we get around the fact that assessments create GPAs, and in competitive high schools, GPAs are important components of college applications? Do we count formative assessments into GPAs? Within our conference room of teacher leaders, we did not have consensus. Some teachers do count formative assessment, while others use it only to provide information to students about how they are doing. If they don't average formative assessment into reported grades, should students who reach targets more quickly receive higher grades?

Click through to read "Thinking About Balanced Assessment."

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And Jennifer Ward wrote a post called "Getting Testy About Testing":

As Afflerbach states, the negative consequences of such high-stakes assessments far outweigh the positives. Students broke down and cried during our six days of state assessments. Students began school with two hours of state tests and then went through their regular classes. A full day of classes following a grueling two hours of high stakes tests upon which their graduation is dependent.

Click through to read the full piece.

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That's it! Be sure to check back next week for another round of links. If you have a link or a blog, be sure to mention them in the comments below. Cheers to your weekend!

Your Heinemann Link Round-Up for the Week of June 7–13

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Welcome to the newest installment in our weekly link series on the Heinemann blog! Each week we find around five interesting links for you to take into the weekend. These links are interviews with educators, posts from our authors' and friends' blogs, and any interesting, newsworthy item from the past seven days. Check back each week for a new round of finds!

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Heinemann authors Frank Serafini, Kristin Ziemke, and Katie Muhtaris are featured in Larry Ferlazzo's "Classroom Q&A" series on EdWeek. The question: "How can we teachers use digital portfolios to help students show what they know and show us how they've used what they learned?"

If we want students to value the process of reflecting on learning and applying that learning then we must make space for it in our classroom. We need to set aside time to model and practice the process, engage in long term reflection, follow-up on goals, and ultimately, celebrate! Students should feel the joy of accomplishment and have that joy honored by their community. In this way, all students are empowered to accept that they can become the learner they want to be.
—Katie Muhtaris and Kristin Ziemke

​Click through to read all the responses.

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Max Ray asks, "Anyone want to do some research on problem solving?"

There seem to be several conversations among math teacher bloggers and Tweeters about if and how they use “non-routine problems,” the role of asking vs. telling, whether it’s okay to give students hints or not, that often come down to a belief that sounds sort of like this: The best teachers say the least.

Click through to read Max's blog post.

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Author Lisa Eickholdt talked about unlikely mentors at Two Writing Teachers.

One of my favorite things is to watch a student’s reaction when I ask if I can use their writing in a lesson. The kid immediately sits up straighter, smiles, and generally looks more confident. I think every child deserves to experience this. To feel like they are good at something, so good they have been asked to mentor others. And I want every teacher to have the pleasure of watching their kids have that amazing reaction.

Click through to read the full interview.

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Heinemann author Jocelyn Chadwick is the next NCTE Vice President.

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At Leading Great Learning, Mike Anderson wrote about "Personalized Learning through Student-Led Research" and offered tips to help students with a research project.

Help Students Choose: Make sure to help students find topics that are personally relevant, within their cognitive reach, and that fit within the scope of the theme or standards you’re teaching. Consider having students choose three possible topics and then coach them to the best fit of the three.

Click through to read all the tips.

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That's it! Be sure to check back next week for another round of links. If you have a link or a blog, be sure to mention them in the comments below. Cheers to your weekend!